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AQA psychology- cognition and development
- Kurs
- Hochschule
revision notes including AO1 and AO3 from A/A* student- can be printed a5 for revision card format
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, PIAGET BELIEVED THAT CHILDREN WORK IN AN ENTIRELY DIFFERENT WAY FROM GROWN UPS AND THE WAY THEYPROCESS INFORMATION AFFECTS THEIR COGNITIVE DEVELOPMENT.
HE ALSO BELIEVED THAT BIOLOGICAL BRAIN MATURATION CONTRIBUTES TO COGNITIVE DEVELOPMENT IN INFANTS.
SCHEMAS are mental structures that contain info on
an aspect of the world around us. They are constantly AGES ARE APPROX, CHILDREN DEVELOP AT DIFFERENT RATES
SCHEMA developing the more infants interact with new THEY MUST PASS THROUGH EACH STAGE IN ORDER TO BE ABLE TO GET TO THE NEXT
mental framework environments. THEY CAN HAVE A MIX OF 2 STAGES DURING TARNSITION
ASSIMILATION ASSIMILATION is when you see something new and fit
that information into an already existing schema
Same schema
DISEQUILIBRIUM occurs if the new information does STAGE 1 (0-2 YEARS)- SENSORIMOTOR STAGE
ACCOMODATION not fit into an existing schema the child will enter a
Change/create state of disequilibrium leaving them confused STAGE 2 (2-7 YEARS)- THE PREOPERATIONAL STAGE
EQUILIBRIUM ACCOMODATION will then occur by changing or
creating a new schema to accommodate the new STAGE 3 (7-11 YEARS)- CONCRETE STAGE
information
DISEQUILIBRIUM EQUILIBRIUM- once the info has been accommodated
STAGE 4 (11+ YEARS)- FORMAL OPERATIONAL THINKING
the child returns to a state of equilibrium (calmness)
STAGE 1 STAGE 2 STAGE 3 STAGE 4
Babies learn through Child interested in things look rather than logical operations and cannot show
interaction with environment reversibility of thought
The child now recognises The child is capable
& use senses and motor
CONSERVATION that the clay remains the of abstract and
Child begins to coordinate
Idea that quantity (volume, no. length same in quantity, whatever systematic thought
sensory information with
motor information (such as etc) stays the same despite physical shape you mould it into. and will construct a
change Piaget also demonstrated that, if you present
seeing its own hand moving) a pre-operational child with a row of five
plan of action when
and new schemata develop Pre – op can’t conserve as focussed on Piaget considered that a
how looks
buttons spread out and a row of five buttons confronted with a
An important development in close together, the child will say that the child’s understanding was
Child centres on one feature spread-out row contains more buttons problem to solve,
this first stage is object still limited by actual
permanence (OP) (9months)
The inability to understand things are the same even
taking into account
different experience of the ‘concrete’
– understanding that an EGOCENTRISM world and believed that at various factors and
object still exists even if it a child sees the world from their own this stage children struggled exploring
can’t be seen. You hide the viewpoint, cannot put themselves in possibilities.
to grasp ideas that were
toy, and if the child looks for others shoes
it, he knows that it exists
hypothetical or abstract
3 mountains task- a child says what
even though he can’t see it The child is then asked what the They can now think
they see from their side then swaps experimenter can see from their side-
Experiment- TYPE A NOT B sides with the experimenter and say unable to place themselves in the
E.g. Can’t solve this in their like a scientist
ERROR what they see on their new side experimenters despite just being on that heads: ‘if Sammy is taller
Monkey is placed under side than Anne & Anne is smaller
blanket a then moved to than Bob who is the
blanket b- baby will pick up CLASS INCLUSION
smallest’?
blanket a when they saw it Young children can classify objects (e.g., types of animal), however they have difficulty
in sub grouping
get hidden under blanket b Can now conserve and
Piaget showed 3 black cows and 1 white one. He asked are there more black cows or
more cows decentre
Pre-Op children say Black cows!!
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