8.1 Piaget’s theory of cognitive development: schemas, assimilation,
accommodation, equilibration, stages of intellectual development. 8.4 The development of social cognition; Selman’s levels of perspective taking; theory of mind,.
Characteristics of these stages, including object permeance, Selman’s levels of perspective-taking
conservation, egocentrism and class inclusion Domain general VS domain specific:
Piaget’s theory: • Disagreed with P’s domain general approach,
• Maturation causes changes in the way children think. • Proposed that social perspective taking develops separately from other aspects of cognitive
- Children do not just know less, they reason differently development (domain-specific)
- P looked at learning particularly in two aspects: The Perspective taking assessed scenarios:
role of motivation in development and the question of • Asked children to take the role of others in a social situation and consider how each person
how knowledge develops felt
• Schemas are units of knowledge. • ‘Holly scenario’
- Cognitive development includes the construction of Selman’s stage theory begins with egocentrism:
increasingly detailed schema • Different ages respond in different ways
- Children are born with a few schema but construct • Used differences to build a stage
new ones during infancy; including a ‘me-schema’ 1. Stage 0 (3-6years): Socially egocentric
- Adults build schema for people, objects, physical • cannot distinguish between their own emotions and those of others nor explain the
actions as well as more abstract ideas like justice and emotional states of others
mortality 2. Stage 1 (6-8years): Social information role-taking
• can distinguish between their own point of view and that of others, but can only
Disequilibrium
focus on one perspective at a time
- Creates motivation to learn
- Experiences in the world do not match the state of our 3. Stage 2 (8-10years): Self-reflective role-taking
current schema • can explain the position of another person and appreciate their perspective but
- To escape disequilibrium, adapt to a new situation the can still only consider one point of view at a time
child explores and learns more 4. Stage 3 (10-12years): Mutual role-taking
- Result = equilibrium • Now able to consider their own point of view and that of another at the same time
5. Stage 4 (12 years+): social and conventional system role-taking:
• Equilibrium
• Recognizes that understanding others’ viewpoints is not enough to allow people to
- Pleasant state of balance
reach agreement. Social conventions are needed to keep other.
- Preferred mental state
- experiences in the world match the state of our current Added three further elements to fully explain social development:
schema 1. Interpersonal understanding: Being able to take different roles is evidence that we
understand social conventions
• Assimilation
- New experiences understood within existing schema 2. Interpersonal negotiation strategies: Also have to develop skills in how to respond to the
social situations. This could include learning to negotiate and manage conflict
- SAME SCHEMA
3. Awareness of personal meaning of relationships: In addition to understanding and managing
- Incorporate the new experience into our existing
social situations we also need to be able to reflect on social behavior in the context of life
schema
history and the full range of relationships.
• Accommodation
- New experiences require major schema change
- CHANGE / CREATION OF NEW SCHEMA
- Experience = very different from current schema
Stages
Sensorimotor stage (0-2 years) 8.2 Vygotsky’s theory of cognitive development, including the ZPD and
• Focus on physical sensation and basic co-ordination. Learn by scaffolding The role of mirror neuron system in
trial and error. Can distinguish objects from humans and acquire Role of social processes: social cognition
language. • Develop skills sequentially Mirror neurons:
• Understand people = separate objects + acquire some basic • Process was mainly dependent on social processes • Respond to motor activity of
language • Knowledge is … others
• Before 8 months: do not have object permeance • First intermetal (between someone more expert and • Rizzolatti et Al. same area of a
• After 8 months: have object permeance someone less expert) monkeys cortex became
• Blanket and toy study (Piaget) • Then intramental (within the individual) activated when; monkey
Pre-operational stage (2-7 years) Cultural differences in learning: observed researcher reaching
• Child is mobile and capable of speech but lacks reasoning • Reasoning abilities = via contact with experts for his food and the monkey
abilities. • Cultural differences in cognitive development reached for his food
• Conservation – basic mathematical understanding that quantity • We all grow up and learn about the world surrounded by cultural • Same brain cells firing
remains constant even when the appearance of an object values and beliefs Help us experience the intentions of
changes. Example: children shown 2 rows of counters consisting • Children pick up mental tools others:
of same number but 1st was more spaced out. Usually said there • They are the most important for life from the world they • Gallese and Goldman, = mirro
were less counters in 1st row. live in neurons respond to both
• Egocentrism – can only see world from own point of view. Zone of proximal development: observed actions and
• 3 mountains task: Piaget (a cross, a house and snow); pre-op • The gap between current and potential capabilities intentions behind the behavior
children = egocentric • The gap between: What the child currently knows and What the of actions
accommodation, equilibration, stages of intellectual development. 8.4 The development of social cognition; Selman’s levels of perspective taking; theory of mind,.
Characteristics of these stages, including object permeance, Selman’s levels of perspective-taking
conservation, egocentrism and class inclusion Domain general VS domain specific:
Piaget’s theory: • Disagreed with P’s domain general approach,
• Maturation causes changes in the way children think. • Proposed that social perspective taking develops separately from other aspects of cognitive
- Children do not just know less, they reason differently development (domain-specific)
- P looked at learning particularly in two aspects: The Perspective taking assessed scenarios:
role of motivation in development and the question of • Asked children to take the role of others in a social situation and consider how each person
how knowledge develops felt
• Schemas are units of knowledge. • ‘Holly scenario’
- Cognitive development includes the construction of Selman’s stage theory begins with egocentrism:
increasingly detailed schema • Different ages respond in different ways
- Children are born with a few schema but construct • Used differences to build a stage
new ones during infancy; including a ‘me-schema’ 1. Stage 0 (3-6years): Socially egocentric
- Adults build schema for people, objects, physical • cannot distinguish between their own emotions and those of others nor explain the
actions as well as more abstract ideas like justice and emotional states of others
mortality 2. Stage 1 (6-8years): Social information role-taking
• can distinguish between their own point of view and that of others, but can only
Disequilibrium
focus on one perspective at a time
- Creates motivation to learn
- Experiences in the world do not match the state of our 3. Stage 2 (8-10years): Self-reflective role-taking
current schema • can explain the position of another person and appreciate their perspective but
- To escape disequilibrium, adapt to a new situation the can still only consider one point of view at a time
child explores and learns more 4. Stage 3 (10-12years): Mutual role-taking
- Result = equilibrium • Now able to consider their own point of view and that of another at the same time
5. Stage 4 (12 years+): social and conventional system role-taking:
• Equilibrium
• Recognizes that understanding others’ viewpoints is not enough to allow people to
- Pleasant state of balance
reach agreement. Social conventions are needed to keep other.
- Preferred mental state
- experiences in the world match the state of our current Added three further elements to fully explain social development:
schema 1. Interpersonal understanding: Being able to take different roles is evidence that we
understand social conventions
• Assimilation
- New experiences understood within existing schema 2. Interpersonal negotiation strategies: Also have to develop skills in how to respond to the
social situations. This could include learning to negotiate and manage conflict
- SAME SCHEMA
3. Awareness of personal meaning of relationships: In addition to understanding and managing
- Incorporate the new experience into our existing
social situations we also need to be able to reflect on social behavior in the context of life
schema
history and the full range of relationships.
• Accommodation
- New experiences require major schema change
- CHANGE / CREATION OF NEW SCHEMA
- Experience = very different from current schema
Stages
Sensorimotor stage (0-2 years) 8.2 Vygotsky’s theory of cognitive development, including the ZPD and
• Focus on physical sensation and basic co-ordination. Learn by scaffolding The role of mirror neuron system in
trial and error. Can distinguish objects from humans and acquire Role of social processes: social cognition
language. • Develop skills sequentially Mirror neurons:
• Understand people = separate objects + acquire some basic • Process was mainly dependent on social processes • Respond to motor activity of
language • Knowledge is … others
• Before 8 months: do not have object permeance • First intermetal (between someone more expert and • Rizzolatti et Al. same area of a
• After 8 months: have object permeance someone less expert) monkeys cortex became
• Blanket and toy study (Piaget) • Then intramental (within the individual) activated when; monkey
Pre-operational stage (2-7 years) Cultural differences in learning: observed researcher reaching
• Child is mobile and capable of speech but lacks reasoning • Reasoning abilities = via contact with experts for his food and the monkey
abilities. • Cultural differences in cognitive development reached for his food
• Conservation – basic mathematical understanding that quantity • We all grow up and learn about the world surrounded by cultural • Same brain cells firing
remains constant even when the appearance of an object values and beliefs Help us experience the intentions of
changes. Example: children shown 2 rows of counters consisting • Children pick up mental tools others:
of same number but 1st was more spaced out. Usually said there • They are the most important for life from the world they • Gallese and Goldman, = mirro
were less counters in 1st row. live in neurons respond to both
• Egocentrism – can only see world from own point of view. Zone of proximal development: observed actions and
• 3 mountains task: Piaget (a cross, a house and snow); pre-op • The gap between current and potential capabilities intentions behind the behavior
children = egocentric • The gap between: What the child currently knows and What the of actions
