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Chapter 7 Cognition

Chapter 7 Cognition. Chapter 7: Cognition. Cognition: the activity of knowing Typical of humans throughout lifespan Changes across the lifespan Piaget and Vygotsky. Piaget. Genetic Epistemology How we come to know reality Clinical Method Question and answer technique

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Chapter 7 Cognition

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  1. Chapter 7Cognition

  2. Chapter 7: Cognition • Cognition: the activity of knowing • Typical of humans throughout lifespan • Changes across the lifespan • Piaget and Vygotsky

  3. Piaget • Genetic Epistemology • How we come to know reality • Clinical Method • Question and answer technique • Used to discover how children reason • Intelligence: How well we adapt • Schemes/cognitive structures • Represent reality

  4. Piaget • Assimilation • Using existing schemes to interpret new experiences • E.g., Birds are things that fly • Accommodation • Modifying schemes to fit new experience • E.g., Butterflies are different than Birds even though they both fly

  5. Piaget • Adaptation • Adjusting to the environment • Using assimilation and accommodation • Intelligence = Adaptation • Constructivism • Children construct own reality • use their experiences (schemes)

  6. Piaget • Four stages/changes in ability to reason • Sensorimotor: birth to 2 years • Preoperational: 2 to 7 years • Concrete operations: 7 to 11 years • Formal operations: 12+ years • Invariant sequence • Rates may vary • Requires maturation and experience

  7. Piaget • Sensorimotor Stage • Newborn uses reflexes to understand world • Eventually - mental representation • Object Permanence • Symbolic Capacity • Language

  8. Figure 7.4

  9. Preoperational Stage • Ages 2 – 7: preschool • May have imaginary companions • Egocentric thinkers • Problem solving limited • Classification and Seriation problems • Lack conservation • Perceptual salience • Irreversible thinking • Centration

  10. Concrete Operations • Age 7-11 • Can conserve • Decentration • Reversible thinking • Logical thinking (limited to reality) • Seriation and classification • Transitive thinking: • “ If J is taller than M, and M is taller than S, who is taller – J or S?”

  11. Formal Operations • Adolescence/puberty • Logical thinking about ideas • Hypothetical and abstract thinking • Hypothetical-deductive reasoning • Decontextual thinking • Ability to separate prior knowledge/beliefs from new evidence to the contrary

  12. Formal Operations 2 • Adolescent egocentrism • Differentiating own thoughts from others’ • Imaginary audience • Also, learning to present themselves to a real audience • Personal fable • “No one has ever felt like this before!” • “I drive better when I’m drunk!”

  13. Cognition in Adulthood • Formal operations requires • Normal intelligence • Higher education (scientific thinking) • Lower performance on formal operations • Use only in field of expertise • Postformal thought • Relativistic thinking: Labouvie-Vief • No absolute answer in many situations

  14. Piaget • Contributions • Stimulated much research • Correct about cognitive development • Challenges • Underestimated competencies • Focused on performance not competence • Domain growth rather than stages • Social influences left out

  15. Vygotsky • Emphasized the sociocultural context • Culture effects how and what we think • Zone of Proximal Development (ZPD) • Accomplishment with guidance • Where lessons should be aimed • Guided participation learning • Private speech/ guides behavior (3&4 yr olds)

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