Cognitive and Linguistic Development

Sandra Glover Gagnon, Ph.D., NCSP

Cognitive Development
What is cognition?
The inner processes and products of the human mind that lead to knowing. Includes all human mental activity
Such as?
Focusing and sustaining attention Storing and retrieving information Categorizing, integrating knowledge ETC..

Basic Principles of Human Development

Orderly and predictable Different rates Spurts and plateaus Nature / nurture Maturation

Piagets Cognitive Developmental Theory

Why do children and adults think differently in similar situations? What causes human knowledge to change with time?

Piagets Basic Assumptions

1. Children are active, motivated learners. 2. Their interaction with physical & social environments is essential for development. 3. They actively construct knowledge from their experiences.

Some Piagetian Terms

Constructivism Physical and social interactions Schema Mental framework organizes knowledge Categories, concepts, patterns of action Adaptation Process schemes change, increase in complexity What happens to new information? Assimilation Fit new info/experience into existing scheme Accommodation Change existing scheme or create new one Equilibrium /Disequilibrium Between internal structures and external information

Challenge is a must!
Creates disequilibrium.learning is necessary to resolve it

Piagets Stages of Cognitive Development

Children move through four stages. Periods of time are consistent in age and developmental sequence. Age ranges are averages.

Problems with stage theories? Some children are in transition from one stage to the next.

Piagets stages of cognitive development

1. Sensorimotor (Birth 2 years) 2. Preoperational (2-6 years) 3. Concrete Operational (7-12 years) 4. Formal operational (> 12 years)

Sensorimotor Stage (Birth 2 Years) Infants use senses and motor skills to explore world
Begins with reflexes and ends with complex combination of sensory and motor skill combinations Major cognitive developmental milestones include object permanence and an understanding of cause-effect relationships
http://www.youtube.com/watch?v=BFUInSY2CeY http://www.youtube.com/watch?v=ue8y-JVhjS0

Symbolic thought
the ability to represent and think about external objects and events emerges toward the end of second year.

Operations
Mental Action / Mentally acting on the environment working something out in your head Promotes learning and development Larger systems of mental processes allow more logical thought Young children
have to act and try things out in the real world count on fingers

Older children and adults

can do more in their heads

Preoperational Stage (2 Years 6 or 7 Years)

Rapid development of language - allows for more social interaction Limitations: Preoperational Egocentrism: Inability to view situations from anothers perspective http://www.youtube.com/watch?v=OinqFgsIbh0&f eature=related

Preoperational Stage, contd

Lack of Conservation: Inability to realize that if nothing is added or taken away, the amount stays the same regardless of alterations in shape or appearance http://www.youtube.com/watch?v=YtLEWVu815o Transductive reasoning (vs. deductive) (lack of logic): Inference of a cause-effect relationship simply because two events occur close together in time and space http://www.youtube.com/watch?v=YJyuy4B2aKU&f eature=related

Concrete Operations (6 or 7 Years 11 or 12 Years)

Children begin to think more logically and demonstrate deductive reasoning. Conservation typically appears between ages 7 and 10. Liquid, substance, area Children are able to learn classification http://www.youtube.com/watch?v=tYtNk0BotRE&feat ure=related seriation (ordering objects) reversibility (addition/subtraction) Differentiation of perspective (Did I get that right?)

Formal Operations (11 or 12 and Beyond)

Abstract, hypothetical, logical
negative numbers http://www.youtube.com/watch?v=lw36PpYPPZM

Hypothesis testing
Separation and control of variables (Multiple) Test one variable at a time

Limitation:
Formal operational egocentrism
Optimism vs. Realism (peace, not war)

A critical look at Piaget

Subsequent research suggests that he Underestimated young childrens abilities. Overestimated adolescents abilities. Underestimated the influence of prior knowledge & experience (including culture & social interaction) May have been wrong in his emphasis on discrete stages. Ages debatedstages supported

Educational Implications
Active discovery vs. passive reception Intrinsic Motivation is important Practical learning situations Elaboration not acceleration Develop formal operational thinking Major goals of education
creative & critical thinking

Instructions:
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