De volgende lectures uitgewerkt
- cognitive development
- learning
- intelligence and academic achievement
- language development
- media use and children
- media use in preteens and adolescents
College cognitive development, learning, intelligence and academic achievement, language development, media use and children, media use in preteens and adolescents
Samenvatting Development Learning and Behavior deeltentamen 2
Lecture cognitive development
Major themes regarding development
- Nature vs nurture
- The role of the child
- Continuity vs discontinuity
- Mechanisms of change
- The sociocultural context
- Individual differences
Major theories of cognitive development
- Piaget
- Information processing
- Core-knowledge
- Sociocultural
- Dynamic systems
Jean Piaget
Observations on his own children
View of children’s nature
- Children are mentally active from birth
- Their mental and physical activity both contribute
- Constructivist approach to cognitive development
- Children construct knowledge for themselves in response to their experiences
- Children’s constructive processes are:
o Generating hypotheses
o Performing experiments
o Drawing conclusions form their observations
Central Developmental Issues
- Nature and nurture interact together to produce cognitive development
- Main sources of continuity are:
o Assimilation: the process by which a child incorporates incoming information into
concepts they already know (iemand met een donkere huidskleur is zwarte piet)
o Accommodation: the process by which people improve their current understanding
based on new experiences
o Equilibration: the process by which children balance assimilation and accommodation
to create stable understanding.
- 4 distinct stages of discontinuous cognitive development
o Sensorimotor Stage – birth to age 2 years
o Preoperational stage – ages 2 to 7 years
o Concrete operational stage – ages 7 to 12 years
o Formal operational stage – age 12 years and beyond
Sensorimotor stage
- Sensory and motor abilities are used to explore the world
- Learn about objects and people
- Learn about rudimentary forms of concepts like time, space and causality
, - Experience is largely in here and now
- Birth to 1 month: reflexes sucking, grasping
- Beyond first few months: integrating reflexes grasping object then bringing it to mouth,
sucking on it.
- 8 months: object permanence mental representation beyond here and now
- Beyond first year: actions based on interest of the child squeezing a toy over and over to
hear the noise)
- 1 year old: explores, ‘little scientist’
- 18 to 24 months: Deferred imitation repeating behavior of others at a later time
Preoperational stage
- Ability to represent experiences in language and mental imagery develops
- Better memory for experiences and concepts
- Unable to perform certain mental operations
- Symbolic representation: the use of one object to stand for another
- Concentration: only able to focus on a single, perceptually striking feature of an object
- Egocentrism: perceiving the world solely form one’s own point of view
- Conservation concept: the idea that changing the appearance of objects does not necessarily
change the properties
Concrete operational stage
- Logical reasoning about concrete features of the world emerges
- Thinking systematically about hypothetical things remains difficult
Pendulum task
What determines the time it takes the pendulum to swing a full arc? Dropping height? Weigt? Length
of the rope? Combination?
Formal operational stage
- Children begin to think abstractly and to reason hypothetically
- The world and events as you know or see them are only one possibility
- Piaget believed the stage was not universal (i.e., not all adolescents reach it)
Piaget’s legacy
Pieaget’s theory remains very influential
Weaknesses of the theory:
- The theory is vague about the mechanisms that give rise to children’s thinking and produce
cognitive growth
- Infants and young children are more cognitively competent than Piaget recognized
- The theory understates the contribution of the social world to cognitive development
- The stage model depicts children’s thinking as being more consistent than it is
Information processing theories
View of children’s nature
- Cognitive development occurs continuously
- Small increments happen at different ages on different tasks.
The child is a limited-capacity processing system
, - Cognitive development arises from gradually surmounting processing limitations through:
1) Expanding amount of information they can process at a time
2) Increasing processing speeds
3) Acquiring new strategies and knowledge
The child is a problem solver
- Problem-solving: the process of attaining a goal by using a strategy to overcome an obstacle
Central developmental issues
- Examine how nature and nurture work together to produce development
- Emphasize precise descriptions of how change occurs
- Focus on:
o Development of memory
o Development of problem solving
De development of memory
Working memory
- Actively attending to, gathering, maintaining, storing, and processing information is limited in
both capacity (amount of information that can be stored) and length of time information can
be retained
Long-term memory
- Knowledge that people accumulate over their lifetime (think Triviant)
Executive functioning
- The controls of cogntion
The development of problem solving
- Example: overlapping waves theory
- Discover new strategies
- More effective execution of strategies
- More flexible/adaptive choice of strategies
- Improved planning abilities (freq & qual)
o Improved inhibition
o Less overoptimism about own abilities
Core knowledge theories
View of children’s nature
- Children enter the world equipped with specialized learning mechanisms
- Allow them to quickly and effortlessly acquire information of evolutionary importance
- Domain specific:
o Understanding and manipulating other people’s thinking
o Differentiating between living and non-living things
o Identifying human faces, finding one’s way through space
o Understanding cause-effects; language
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