November 5, 2013

Human Cognitive Development

first developed by Jean Piaget
Piaget believed that cognitive development is at the

center of human organism and language is contingent on cognitive development Theory about the nature and development of human intelligence It deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it

Nature of Intelligence:
Operative Intelligence active; responsible for the

representation and manipulation of the dynamic or transformational aspects of reality Figurative Intelligence passive; responsible for the representation of the static aspects of reality.

Nature v Nurture
Concerns the importance of persons qualities versus

experiences in determining causing ones physical or behavioral traits. Nature innate qualities Nurture personal experiences

 Piaget believed that people move through stages of

development that allow them to think in new, more complex ways. Stages:
Sensorimotor Stage Preoperational Stage Concrete Operational Stage

Formal Operational Stage

Sensorimotor Stage
first of the four stages in cognitive development which

"extends from birth to the acquisition of language. Birth to 2 years old

Substages of Sensorimotor Stage Simple Reflexes (Birth to 6 weeks)

Reflexes begin to become voluntary actions
sucking of objects in the mouth, following moving or

interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp)

First habits and primary circular reactions phase (6

weeks to 4 months)
Coordination of sensation and two types of schemes:

habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). an infant might repeat the motion of passing their hand before their face

Substages of Sensorimotor Stage

Secondary circular reactions phase (4 to 8 months) Development of habits Associated with cooperation between vision and prehension intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means Coordination of secondary circular reactions stages (8 to 12

months)
development of logic and the coordination between means

and ends beginning of goal orientation, the deliberate planning of steps to meet an objective.

Substages of Sensorimotor Stage

Tertiary circular reactions, novelty, and curiosity (12 to

18 months)
discovery of new means to meet goals Conducting of pseudo-experiments to discover new

methods of meeting challenges

6 Internalization of Schemes (18 to 24 months) associated primarily with the beginnings of insight, or true creativity

Preoperational Stage
From age 2 to 7
children do not yet understand concrete logic and

cannot mentally manipulate information. Increase in playing and pretending (ex. pieces of paper being plates, and a box being a table) Substages:
Symbolic Function Substage

Intuitive Thought Substage

Symbolic Function Substage

2 to 4 years of age
children cannot yet manipulate and transform

information in a logical way, however they now can think in images and symbols. symbolic play include playing house, or having a tea party

Intuitive Thought Substage

Ages 4 to 7
Children tend to be curious, and ask many questions children realize they have a vast amount of knowledge

but they are unaware of how they acquired it.

Concrete Operational Stage

7 to 11 years of age
Characterized by appropriate use of logic. Children

think more adult-like. Children are able to incorporate inductive reasoning Inductive reasoning involves drawing inferences from observations in order to make a generalization Ex. Children understand A>B, and B>C, but they cannot understand A>C.

Formal Operational Stage

Adolescence into adulthood
Abstract thought and problem solving are evident in

this stage.

Career Theories
Error and Accident Theory
Personality Type Theory Personal Need Theory

Error and Accident Theory

Career choices are random events, accidents/errors

resulting from being at the right/wrong place at the right/wrong time

Personality Type Theory

John Holland
Theory of careers and vocational choice based upon

personality types 6 types

 Doers (Realistic)
Thinkers (Investigative) Creators (Artistic)

Helpers (Social)
Persuaders (Enterprising) Organizers (Conventional)

 Doers (Realistic) Tasks that are tactile, physical, athletic, or mechanical being outdoors, using tools, operating machines, interacting with animals, and working with their hands.

 Thinkers (Investigative) Intellectual, introspective, and inquisitive. They are curious, methodical, rational, analytical, and logical

 Creators (Artistic) Creative, intuitive, sensitive, articulate, and expressive They are unstructured, original, nonconforming, and innovative

 Helpers (Social) Kind, generous, cooperative, patient, caring, helpful, empathetic They excel at socializing, helping others, and teaching

 Persuaders (Enterprising) Adventurous, ambitious, assertive, extroverted

They are dominant, persuasive, and motivational

 Organizers (Conventional) Conscientious and conservative

They are logical, efficient, orderly, and organized

Personal Need Theory

Robert Hoppock

Stressed the function of the job in satisfying personal

needs

 Everyone has needs; physical or psychological. People vary in their pattern of their need structures People tend to gravitate toward occupations that serve

their perceived needs Individuals with self understanding and insight may understand the forces that influence them

 Life experiences help to develop a pattern of individual

occupational preference The individual must develop effective decision-making skills based on solid self-awareness and a rich informational base Self-understanding is the basis on which occupational choice rests An individual must also have accurate information about available occupations

 When a persons needs are met by a job, then he/she

experiences a job satisfaction Individuals can delay need for satisfaction if they perceive their job as having the potential to satisfy their needs in the future A worker will change jobs if another position appears to offer the potential to meet needs more fully.

Developmental Theory
Eli Ginzberg The choice of a career should be seen as a developmental process which already starts before adolescence
3 periods

 Fantasy Period
Tentative Period Realistic Period

Self Concept Theory

Donald Super self-concept changes over time, and develops as a result of experience. As such, career development is lifelong.

Five stages
Growth

(birth-14) Development of self-concept, attitudes, needs and general world of work Exploration (15-24) "Trying out" through classes, work hobbies. Tentative choice and skill development Establishment (25-44) Entry-level skill building and stabilisation through work experience Maintenance (45-64) Continual adjustment process to improve position Decline (65+) Reduced output, prepare for retirement

 Super states that in making a vocational choice

individuals are expressing their self-concept, or understanding of self, which evolves over time. People seek career satisfaction through work roles in which they can express themselves and further implement and develop their self-concept.

Economic Factor Theory

H.F. Clarke Job earnings influence choice of occupation Individuals tend to change jobs because of salaries.

Erik Eriksons

What is Psychosocial Development?

The personality develops in a series of stages across the whole lifespan. It emphasizes on the impact of culture and society and the conflicts that can take place within the ego itself.

Five assumptions:

1. People have the same basic needs

2. Personal development is a response to these needs

3. Development proceeds in stages 4. Movement through the stages reflects changes in

motivation 5. Each stage is characterized by a psychosocial challenge that presents opportunities for development

Nine Stages of Psychosocial Development

Trust vs. Mistrust Autonomy vs. Shame and Doubt

Initiative vs. Guilt

Industry vs. Inferiority Identity vs. identity confusion Intimacy vs. Isolation Generatiity vs. Stagnation Integrity vs. Despair Despair vs. Hope and Faith

Stage 1: Trust vs. Mistrust

Developmental Period Characteristics of Stage Infancy (birth to 1 y.o.) Come to trust or mistrust themselves and others

Favored outcome

Develop trust in self, parents, and the world

Stage 2: Autonomy vs. Shame and Doubt

Developmental Period Characteristics of Stage
Favored outcome

2 3 y.o.
With increased mobility, decide weather to assert their will Develop sense of self-control without loss of self-esteem

Stage 3: Initiative vs. Guilt

Developmental Period Characteristics of Stage
Favored outcome

4 5 y.o.
Curious and manipulate objects Learn direction and purpose in activities

Stage 4: Industry vs. Inferiority

Developmental Period Characteristics of Stage 6 y.o. to puberty Curious about how things are made and how they work

Favored outcome

Develop a sense of mastery and competence

Stage 5: Identity vs. Identity confusion

Developmental Period Characteristics of Stage
Favored outcome

Adolescence
Explore Who am I?

Develop coherent sense of self and ego-identity

Stage 6: Intimacy vs. Isolation

Developmental Period Characteristics of Stage Early adulthood Able to reach out and connect with others

Favored outcome

Become intimate with someone and work toward career

Stage 7: Generativity vs. Stagnation

Developmental Period Characteristics of Stage Middle adulthood Look beyond self to embrace society and future generations

Favored outcome

Begin family, develops concern for those outside family

Stage 8: Integrity vs. Despair

Developmental Period Characteristics of Stage
Favored outcome

Late adulthood
Take stock of ones past

Get sense of satisfaction from looking at past

Stage 9: Despair vs. Hope and Faith

Developmental Period Characteristics of Stage
Favored outcome

Very old age (late 80s and beyond) Face new sense of self over failing bodies and need for care
Achieve a new sense of wisdom and transcendance

STRENGTH
1. Broad framework to view development throughout the entire lifespan 2. Emphasize on the social nature of humans and the importance of social relationships

LIMITATION
1. Lack of mechanisms for resolving conflicts and moving from one stage to the next

2. Test subjects are males only