Summary for block 1.5 at Erasmus university (). I'm enrolled in international psychology, however the sources and study materials are the same in both psychology courses. Hence, these summaries may also be useful for Dutch students. The summaries are based on at least 2 of the required reading mate...
Summary #4 the sun is tired
Cognition
= the activity of knowing and the process through which knowledge is acquired to solve
problems by attending, perceiving, learning, thinking, remembering. In this way a person is
able to understand and adapt to the environment.
PIAGET
Genetic epistemology
= experimental study of the origin of knowledge through clinical methods (question and
answer) and seeing how different ages solve problems differently
Intelligence
= a basic life function that helps the individual adapt to the environment
Goal of intelligence is to reach cognitive equilibrium
= balance/harmony between environment and internal thought processes.
Novel experiences that do not fit in with common beliefs cause:
Cognitive disequilibrium /cognitive dissonance
= incongruence in external and internal processes
Prompts mental adjustments which eventually restore cognitive equilibrium.
This is an interactionist idea of intelligence:
The interaction between existing knowledge and external environment sparks cognitive
activity which sparks intellectual growth.
Constructivists
= children actively have to construct knowledge themselves by acting on novel objects and
events. This causes children to gain understanding of essential features of these objects and
events.
Schemes
= organized patterns of thought/action that are constructed to interpret experiences
(enduring knowledge base)
According to Piaget cognitive development is equal to schematic development.
Creation/development of schemes:
o Adaptation
= adapting already existing schemes to environmental demands
Assimilation
= interpret new experience through existing schemes
Accommodation
= interpret new experience by modifying existing schemes
o Organization
= combining existing schemes into a new one, so that more complex schemes are
formed
, Stages of cognitive development
o Invariant developmental sequence
= all children progress through the stages in the same order and cannot be skipped
o Sequence of the stages is fixed
o Stages are universal: characterize children all over the world
The sensorimotor stage (birth-2 years)
Major transition:
Reflexive creatures with limited knowledge reflective &planful problem solvers
Infants coordinate their sensory imput and motor capabilities behavioral schemes (act
on/explore environment)
Such drastic cognitive growth that substage were required
1. Reflex activity (0-1)
= not high intellect, use of reflexes as primitive adaptation, no object permanence
2. Primary circular reactions (1-4)
= discovery of ability to control own bodily movements, repeating satisfying actions
(centered on own body), look at the spot at which an object has disappeared.
3. Secondary circular reactions (4-8)
= repeating satisfying actions focused on external objects, encounter hese interesting
acts by chance (= not fully intentional), partially concealed = object permanence
4. Coordination of secondary circular reactions (8-12)
= first goal orientated/planful behaviors, combination of multiple
responses/schemes, start imprecise imitation that requires much repetition, some
searching for concealed objects (incomplete object permanence); A not B error
(search for an object where it was found not where it was hidden), idea that object
location depends on child’s behavior.
Tertiary circular reactions (12-18)
= exploratory schemes, trial and error/experimenting, curiosity, motivation to learn,
deferred imitation (after model leaves; requires mental representation), understands
visible displacements in object permanence, systematic imitation.
5. Symbolic problem solving (18-24)
= mental experimentation/symbolic thought/problem-solving, internalize behavioral
schemes, complete object concept (also Invisible displacement), imitation of complex
behavioral sequences.
Criticism sensorimotor stage
x Underestimates children’s cognitive development
x Opposing theories
Neo-nativism
Infants are born with innate knowledge (e.g.; object permanence/understanding of
arithmetic/violate cognitive laws surprise in babies) due to genetic heritage
Theory-theories
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