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Lifespan Development Cognitive development
[object Object],[object Object],[object Object]
Cognitive change ,[object Object],[object Object],[object Object],[object Object],[object Object]
Central concepts ,[object Object],[object Object]
Central concepts ,[object Object],[object Object],[object Object]
Central concepts ,[object Object],[object Object]
 
Piaget’s Theory of Cognitive Development a = accommodation/assimilation; f = flaw Sensorimotor 0 – 2 years Imitation, permanence (a) Preoperational 2 – 7 years Egocentrism (f), centration (f), irreversibility (f) Concrete Op 7 – 11 years Decentration (a), conservation (a) Formal Op 11+  Abstract reasoning
[object Object],[object Object],[object Object],[object Object]
I: Sensorimotor Stage ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
i) Reflexive schemes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ii) Primary circular reactions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
iii) Secondary circular reactions ,[object Object],[object Object],[object Object],[object Object]
iv) Coordination of  secondary circular reactions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
v) Tertiary circular reactions ,[object Object],[object Object],[object Object]
vi) Mental representations ,[object Object],[object Object],[object Object],[object Object]
Cognitive achievements ,[object Object],[object Object],[object Object],[object Object],Attainment of these four cognitive skills will mark the end of the sensorimotor stage, whereby the child will then move into the next stage
Object permanence   ,[object Object],[object Object],[object Object],[object Object]
The preoperational child  ,[object Object],[object Object]
Limitations of preoperational thought  ,[object Object],[object Object],[object Object],[object Object],The turning point!
Piaget’s Mountains Study ,[object Object],[object Object],[object Object],Plaster model make-up E C Younger child answer Older child answer
The preoperational child ,[object Object],[object Object]
The preoperational child ,[object Object],e.g. “the chair was afraid of me so it moved away”
Preoperational stage ,[object Object],[object Object],[object Object]
Make believe play in preschool years ,[object Object],[object Object],[object Object],[object Object]
Symbol-real world relations ,[object Object],[object Object],[object Object]
Limitations  ,[object Object],[object Object],[object Object],Mastering these three is the point at which the child will learn to conserve
The concrete operational child ,[object Object],[object Object],[object Object]
The concrete operational child ,[object Object],[object Object]
Figure 11.7 Development of Conservation
Piaget’s Stages of Cognitive Development ,[object Object],[object Object],[object Object]
Characteristics of  formal operational stage ,[object Object],[object Object]
Hypothetico-deductive reasoning ,[object Object],[object Object],[object Object]
Propositional thought ,[object Object],[object Object]
Follow-up research  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Beyond Piaget: Educational principles derived ,[object Object],[object Object],[object Object],[object Object]
Vygotsky’s  sociocultural approach
Central concept ,[object Object],[object Object]
Role of culture in mental processes ,[object Object],[object Object],[object Object],[object Object]
Learning and cognitive thought ,[object Object],[object Object],[object Object],[object Object],[object Object]
Zone if Proximal Development ,[object Object],[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Comparing Piaget and Vygotsky  ,[object Object],[object Object],[object Object]
Cognitive development in adulthood ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LaBouvie-Vief: Pragmatic thought and cognitive-emotional complexity
Changes in structure of thought ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object]
Cognitive-affective complexity ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
In summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Expertise = acquisition of extensive knowledge in a field or endeavour
Vocation and choice ,[object Object],[object Object],[object Object],[object Object],[object Object]
Factors influencing vocation choice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Factors influencing vocation choice ,[object Object],[object Object],[object Object],[object Object],[object Object]
Factors influencing vocation choice ,[object Object],[object Object],[object Object],[object Object]
Factors influencing vocation choice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Changes in mental ability  in middle adulthood ,[object Object],[object Object],[object Object]

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Cog lifespan 5 cognitive (1)

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  • 8. Piaget’s Theory of Cognitive Development a = accommodation/assimilation; f = flaw Sensorimotor 0 – 2 years Imitation, permanence (a) Preoperational 2 – 7 years Egocentrism (f), centration (f), irreversibility (f) Concrete Op 7 – 11 years Decentration (a), conservation (a) Formal Op 11+ Abstract reasoning
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  • 30. Figure 11.7 Development of Conservation
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  • 46. LaBouvie-Vief: Pragmatic thought and cognitive-emotional complexity
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Notes de l'éditeur

  1. The sensorimotor stage in a child is from birth to approximately two years. During this stage, a child has relatively little competence in representing the environment using images, language, or symbols. An infant has no awareness of objects or people that are not immediately present at a given moment. Piaget called this a lack of object permanence. Object permanence is the awareness that objects and people continue to exist even if they are out of sight. In infants, when a person hides, the infant has no knowledge that they are just out of sight. According to Piaget, this person or object that has disappeared is gone forever to the infant.
  2. Actions are more intentional. Children begin exploring the environment around them and will often imitate the observed behaviour of others. The understanding of objects also begins during this time and children begin to recognise certain objects as having specific qualities.
  3. extended Piaget’s theory into adult development, maintaining the view that development is an active process that involves constructing successively more adaptive levels of activity (Goldhaber, 2000). Labeled as a "neo-Piagetian theory", Goldhaber classifies Labouvie-Vief's theory under the organismic lens; while, Merriam et al (2007) label the theory as clearly contextualist because Labouvie-Vief demonstrates how contextual factors can influence cognitive development. Seemingly then, Labouvie-Vief's theory belongs under a contextualist-organismic lens.