CED101

• Cognitive development


  Long-term changes in thinking and memory processes
• Cognition


  Thinking and memory processes
• Cognitive stage theory of Jean Piaget


  • Accounts for how children and youth gradually become able to think logically and scientifically
  • Involves the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences)
• Piaget's stages of cognitive development


  • Sensorimotor intelligence
  • Preoperational thinking
  • Concrete operational thinking
  • Formal operational thinking
• Sensorimotor stage (birth to age 2)


  • Use of motor activity without symbols
  • Knowledge limited to physical interactions and experiences
  • Infants cannot predict reactions, learn through trial and error
  • Early language development begins
  • Object permanence develops
• Preoperational stage (age 2 to 7)


  • Ability to make mental representations and pretend
  • Symbolic functions
  • Egocentrism
  • Centration
  • Irreversibility
  • Animism
  • Transductive reasoning
• Concrete operational stage (age 8 to 11)


  • Ability to think logically about concrete objects
  • Decentering
  • Reversibility
  • Conservation
  • Seriation
• Formal operational stage (age 12 to 15)


  • Ability to solve abstract problems and hypothesize
  • Hypothetical reasoning
  • Analogical reasoning
  • Deductive reasoning
• Schema


  Cognitive structures by which individuals intellectually adapt to and organize their environment
• Assimilation


  Process of fitting a new experience into an existing cognitive structure or schema
• Accommodation


  Process of creating a new schema
• Equilibrium


  Achieving proper balance between assimilation and accommodation
• Cognitive disequilibrium


  Discrepancy between what is perceived and what is understood
• Vygotsky's sociocultural theory


  • Cognitive abilities are socially guided and constructed
  • Culture serves as a mediator for the formation and development of abilities like learning, memory, attention, and problem solving
  • Learning is a crucially social process
• Scaffolding


  Breaking down information or parts of a new skill into digestible pieces for the learner
• Vygotsky's key concepts


  • Culture is significant in learning
  • Language is the root of culture
  • Individuals learn and develop within their role in the community
• Zone of proximal development (ZPD)


  Space between what a learner can do without assistance and what a learner can do with adult guidance or more capable peers
• Vygotsky's types of speech


  • Social speech
  • Private speech
  • Silent inner speech
• Factors affecting human development according to Vygotsky


  • Social interaction
  • Cultural factors
  • Language
• Scaffold and fade-away technique

  1. I do, you watch

  2. I do, you help

  3. You do, I help

  4. You do, I watch
• Alfred Binet


  French psychologist who developed the first widely used intelligence test, the Binet-Simon test
• Binet's concept of intelligence


  Components are reasoning, judgment, memory, and the power of abstraction
• Binet did not believe his tests could measure a single, permanent, and inborn level of intelligence
• Charles Spearman


  British psychologist who developed the theory of general intelligence (g factor)
• Fluid intelligence


  Intelligence we are born with and acquire through interacting with our environment
• Crystallized intelligence


  Intelligence we acquire through our culture
• Factor analysis


  Statistical method to identify patterns in data and determine how variables are related
• Different types of intelligence tests


  • Knowledge
  • Quantitative reasoning
  • Fluid reasoning
  • Visual-spatial processing
  • Working memory
• Louis Thurstone proposed the theory of primary mental abilities
• Fluid intelligence (Gf)


  Intelligence that we are born with and that we acquire through interacting with our environment
• Crystallized intelligence (Gc)


  Intelligence that we acquire through our culture
• Factor analysis


  A statistical method used to identify patterns in data and determine how different variables are related to each other
• Different tests


  • Knowledge: a person's knowledge about vast array of topics
  • Quantitative reasoning: the test that involves capacity to solve numerical problems
  • Fluid reasoning: Flexible thinking to solve problems
  • Visual-spatial processing: ability to put together puzzles and copying complex shapes
  • Working memory: Capacity of the short term memory, such as repeating a list
• Primary mental abilities


  Independent factors that intelligent behavior emerges from
• Verbal comprehension factor


  The ability to understand and use language effectively, including knowledge of vocabulary, grammar, syntax, and the ability to understand complex ideas and arguments expressed in written and spoken language
• Verbal fluency factor


  Ability involved in rapidly producing words, sentences, and other verbal material
• Numerical factor/number facility


  Ability to do numerical calculations, rapidly and accurately
• Perceptual speed factor


  Ability involved in proofreading, and in recognizing and in rapid numbers
• Inductive reasoning factor


  Ability requiring generalization- reasoning from the specific to the general
• Spatial visualization factor


  Ability involved in visualizing shapes, rotations of objects, and how pieces of a puzzle fit together