Cognitive Development in Infancy & Childhood: Nature vs. Nurture & Piaget's Theory, Lecture notes of Nutrition

Download Cognitive Development in Infancy & Childhood: Nature vs. Nurture & Piaget's Theory and more Lecture notes Nutrition in PDF only on Docsity! 25 week 30 week SEN 33 week Nature vs. Nurture Today • Maturation (motor dev): Pattern is the same for everyone (NATURE) • Supported by care, nutrition, exercise (NURTURE) 1. Operate to make all humans similar • Genetic abilities: intelligence, athletic ability, personality (NATURE) • Environmental influences: family, random events, society (NURTURE) 2. Operate to make all humans unique • Height vs. Personality Degree of influence is dependant on the characteristic Early Neurological Development At Birth All brain cells have been formed Networks are weak & immature The neurological foundations of cognitive abilities have been established Early Infancy Cerebellum is the most complex part of the brain Allows babies to make associations See Mom=Sucking Reflex Early Neurological Development 6-12 Months Babies can remember & imitate actions. Recognize objects in pictures Temporal lobe begins development Later Childhood Frontal cortex develops Progression of reasoning skills Jean Piaget’s Theory of Cognitive Development  Swiss psychologist 1st to study child development.  laid the ground work for dev. psych  Proposed development occurs in stages.  Proposed that children are not “mini- adults” or less intelligent. Different thinkers  Children are active thinkers & always trying to make sense of the world. AN INFANT ACLOMMODATING HIS MOUTH TO THE SHAPE OF AN OBSEcT  A M E C H E M A Ball Ball Bal l Ball S H A N G E H E M A Face Basketball Baseball Wheel • Birth to 2 yrs. • Mental activity (schemas) confined to sensory & motor functions. • Cannot form mental representations • Stages end w/ the dev. of object permanence Stage 1: Sensorimotor Piaget’s Stages of Cognitive Development • 11 yrs. & up • Engage in hypothetical thinking • Reason & think about possible strategies • Understand impact of the past/present/future. • Question social institutions & what the world ought to be • Consider consequences Stage 4: Formal Operational Piaget’s Stages of Cognitive Development = wa. = ie Mnemonic: Stinking Pigs Can’t Fly Into which stage of Piaget’s developmental theory do each of the following fit: 1. A child sees a box of crayons that contains candles. He believes his mother, who has never seen the box before will also believe there are candles in the box. ____________________ 2. A child does not understand that just because a blanket covers his favorite toy, the toy is still present. ________________________ 3. The ability to do a liquid conservation test. ____________________ 4. The ability to pretend. _______________________ 5. The ability to add, subtract, and do multiplication tables. ______________ 6. A child understands the abstract thinking and reasoning. ______________________________ Issues with Sensorimotor Then either: possible outcome (e) Screen drops revealing 1 object (b) Screen comes up (d) One object removed (a) Objects placed in case (©) Empty hand enters or: in outcome  Issues with Sensorimotor.. Habituation Events Test Events Possible Event | Problems with Preoperational  Theory of Mind Ability to infer other’s mental states b/w age 3.5-4.5 Information Processing  Focuses on gradual increases in children’s mental capacities  As children get older, processing abilities gradually get better  Attention span increases with age  Short term memory storage increases with age  · Both nature & nurture account for these processes  Brain Maturation  Experience and exposure to information Lev Vygotsky's Zone of Proximal Development  SOCIAL WORLD is primary factor in cognitive development  Acquire cognitive skills through interactions with parents, peers, & other agents of culture.  W/o this- mind would not develop beyond animals Zone of Proximal Development "The Sweet Spot"