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Week 3
        EDS 220

COGNITIVE DEVELOPMENT

     Dr. Evrim Baran
What do you think?
How would you explain the concept of “symbol”
 to a 6 year old and to a 14 year old. Would
 you use words? Would you use symbols?
 Specific examples? What kind? What do you
 know about how younger and older children
 develop?
Development
Orderly adaptive changes we go through from
 conception to death (Woolfolk, 1993, p. 26)

Physical
Social
Moral
Cognitive
Principles of Development

  People develop at different rates
  Development is relatively ordely
  Development takes place gradually
What does influence development?


Biological maturation
       Activity
 Social experiences
   Equibilibration
Nature or Nurture?
  Heredity vs.Environment
Jean Piagett
• Born: August 9, 1896
• Died: Sept. 16, 1980
• Birth Place:
   – Neuchatel, Switzerland
• Education:
   – Received PhD from
     University of Neuchatel
• Married in 1923 to
  Valentine Chatenay and
  bore 3 children
Piaget Background
• Young Piaget was incredibly precocious
  – Published first paper at 10
  – Wrote on mollusks, based on these writings was
    asked to be curator of mollusks at a museum in
    Geneva (he declined in order to finish secondary
    school)
  – Earned his doctorate in natural sciences at 21
  – Began to study psychology, applying intelligence
    tests to school
Old idea: Children’s minds were
 just like adult minds with less
 knowledge

New idea: Children think
 differently qualitatively than an
 adult.
Child is not a “tabula rasa” with the
 “real world” out there waiting to be
 discovered.
Mind is constructed through
 interaction with the environment;
Brain develops through a series of
 stages.
Child as scientist
Children are naturally curious and create
 theories about how the world works
Mental structures intrinsically active 
 constantly being applied to experience
Leads to curiosity and desire to know
Development proceeds as the child
 actively refines his/her knowledge of the
 world through many “small experiments”.
How does Piaget describe
          developmental change?

• Children will not be ready to learn if they are
  not developed mentally and if their mind has
  not progressed to the next stage.
• If children are developed mentally ready to
  learn they will be interested in the topic if it is
  developed mentally appropriate.
Basic tendencies in thinking
• Organization: Combining,
  arranging, re-combining,
  rearranging behaviors and
  thoughts into coherent systems.



• Adaptation: Adjusting to the
  environment
So, what is a scheme?
• Organized systems of action or
  thought that allow us to
  represent mentally or “think
  about” the objects and events
  in our world.
• Basic building blocks of
  thinking.
So, what is a scheme?

• Sucking through a straw
• Recognizing a rose
• Drinking
• Categorizing plans
How do cognitive structures develop?
Processes of adaptation: Assimilation and
accommodation
  Assimilation: The incorporation of new
  experience into existing structures. (FITTING)
  Accommodation: The changing of old
  structures so that new experiences can be
  processed.

         Assimilation is conservative
        Accommodation is progressive
Assimilation
Accomodation
Accomodation
Accomodation
Assimilation
What is this?




                Beringer-type sundial
What is this?
Equilibration
 Searching for a mental balance between
cognitive schemes and information from the
                environment.
Disequilibrium
Out of balance state that occurs when a person
     realizes that his or her current ways of
 thinking are not working to solve a problem or
             understand a situation.
Cognitive Growth
Equilibrium     Harmony between one’s schemes and experience

Assimilation    Tries to adapt to new experience by interpreting it
                in terms of existing schemes

Accommodation   Modifies existing schemes to better account for
                puzzling new experience

Organization    Rearranges existing schemes into new and more
                complex structures
Stages of cognitive development
• Children periodically reach a point where
  their theories are wrong most of the time
  and so they must reorganize thinking
  about the social and physical worlds
• Three reorganizations of theories lead to
  four stages of cognitive development
• Piaget believed all children pass
 through stages in same order
Piaget’s Stages of Cognitive
          Development

1. Sensorimotor Stage (birth to 24
 months)
2. Preoperational Stage (2-7 years)
3. Concrete Operational Stage (7-
 11 years)
4. Formal Operational Stage (11-15
 years)
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)


Sensori (senses)

 Motor (actions,
body movements)
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)

• Sensing information and performing
  actions accordingly.
• Unconscious, self-unaware, and non-
  symbolic cognition.
• Basic motor reflexes: grasping,
  sucking, eye movements, orientation
  to sound etc.
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)
• Object permanence: Realizing that
  objects in the environment exist
  whether the baby perceives them or
  not. 8 -12 months
        OUT OF SIGHT OUT OF MIND
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)
• Object permanence



 Peekaboo
 Ce-eeee
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)
• Goal directed actions: Deliberate
  actions towards a goal
Stage 1:
Sensorimotor-Infancy (Birth to Age 2)
• Education at this stage?
Stage 2
Preoperational Stage (2-7 years old)

Early childhood to early elementary years

   Operation: An action carried out
   through logic.
     Preoperation: Before logical
     thinking processes
Stage 2
Preoperational Stage (2-7 years old)

• Internalization of actions: Performing an
  action mentally rather than physically.
• The ability to form symbols: Words,
  gestures, signs, images
• Mental actions do not follow a pattern of
  logic
Stage 2
Preoperational Stage (2-7 years old)


• Perceptual centration
• Irreversibility
• Egocentrism
Stage 2
Preoperational Stage (2-7 years old)

• Perceptual centration:
 Tendency to focus only on
 one dimension of an
 action or issue and ignore
 other dimensions
Stage 2
Preoperational Stage (2-7 years old)


• Irreversibility: Lack of ability thinking
  backwards or making use of actions or
  knowledge from the past.
• Conservation: The amount or number of
  something remains the same of the
  arrangement or appearance is changed, as long
  as nothing is taken away.
Week 3 presentation piaget
Stage 2
Preoperational Stage (2-7 years old)

• Egocentrism: Assuming that others
 experience the world the way you do.
Stage 2
Preoperational Stage (2-7 years old)


• Collective monologue: Form of speech in
 which children in a group talk but do not really
 interact or communicate.
Stage 2
   Preoperational Stage (2-7 years old)
• Use concrete props and visual aids whenever possible
  (pizza to demonstrate whole, one half, add and substract with sticks, rocks, colored chips)
• Make instructions relatively short (Demonstrating of entering the class
  quietly, explain a game by acting out the parts, show examples of finished products)
• Don’t expect them to see the world from someone else’s
  point of view (social problems)
• Students may have different meanings for the same
  word (Ask children to explain the meaning of invented words.)
• Give them a great deal of hands on experience (cut out
  letters to build words)

• Provide wide range of experiences (taking field
  trips, invite story tellers to class)
Stage 3
Concrete Operational Stage (7-11
years)

• Concrete operations: Mental tasks tied to
  concrete objects and situations.
• Hands-on thinking
• Logical and systematic manipulation of
  symbols related to concrete objects.
• Egocentric thought diminishes, operational
  thinking develops.
Stage 3
Concrete Operational Stage (7-11
years)

• If/then thinking (if x happens then y
  happens)
• Solving conservation problems (identity,
  compensation, reversibility)
• Classification (put things in correct group
  based on a number of attributes)
Stage 3
Concrete Operational Stage (7-11
years)
• Classifying objects by using
  size, shape, color, and other
  characteristics.
• Seriation: Arranging objects
  in sequential order according
  to one aspect, such as size,
  shape, weight, or volume.

           A<B<C
Stage 3
Concrete Operational Stage (7-11
years)


Not able to reason hypothetical, abstract
problems that involve the coordination of
           many factors at once.
Stage 3
Concrete Operational Stage (7-11
years)
• Use concrete props and visual aids when dealing
  with sophisticated problems (e.g. time lines in history,
  diagrams of hierarchical relationships)
• Give them a chance to manipulate and test
  objects (scientific experiments
• Make presentations and readings brief and well
  organized (stories, short books)
• Use familiar examples
• Give opportunities to classify and group
  objects
Stage 3
Concrete Operational Stage (7-11
years)
• How would you teach a child at this
  stage about human body?
Stage 4:
Formal Operational Stage (11-15 years
old)
• Formal operations: Mental systems for
  controlling sets of variables and working through
  a set of possibilities.
• Logical use of symbols related to abstract
  concepts.
• What is to what might be.
  – How life would be different if people did not sleep?
• Hypothetico-deductive reasonings. Inductive
  reasoning
Stage 4:
Formal Operational Stage (11-15 years
old)
• Adolescent egocentrism:
  Assumption that
  everyone else shares
  one’s thoughts, feelings,
  and concerns.
• Imaginary audience: The
  feeling that everyone is
  watching.
Stage 4:
  Formal Operational Stage (11-15 years
  old)

 “Everyone noticed that I wore this
        shirt twice this week”

“The whole class thought my answer
             was dump”

   “No one else in this world can
   possibly understand how I feel”
Stage 4:
  Formal Operational Stage (11-15 years
  old)


• What is the difference
  between egocentrism in
  young children and
  egocentrism in adolescents?
Stage 4:
Formal Operational Stage (11-15 years
old)

 Do we all reach the fourth stage?
Stage 4:
Formal Operational Stage (11-15 years
old)
Helping students to build formal operations

• Continue to use concrete-operational teaching
  strategy and materials (charts, illustrations)
• Give students the opportunity to explore many
  hypothetical questions (position papers on social issues,
  economy, personal vision an utopia, describe earth after humans are
  extinct)
• Give students opportunities to solve problems
  and reason scientifically (design experiments, debates)
• Teach broad concepts ideas relevant to
  students’ lives (world history)
Piaget’s Stages of Cognitive
          Development

1. Sensorimotor Stage (birth to 24
 months)
2. Preoperational Stage (2-7 years)
3. Concrete Operational Stage (7-
 11 years)
4. Formal Operational Stage (11-15
 years)
Applications of Piaget’s Theory for
             Teachers

Examples?
Limitations of Piaget’s Theory for
            Teachers
Examples?
1. Underestimating young children’s
   cognitive abilities, overestimating
   older children’s cognitive abilities
2. Overemphasizing the biological
   influence on cognitive
   development
3. Not taking into account of the
   effect of the culture and social
   group on children.
• ACTIVITY
Assignment for next week
• For each stage, bring an example on how you
  would teach a child a topic in your field (e.g.
  an example of teaching numbers at
  preoperational stage, teaching algebra at
  concrete operational stage)
Assignment
Concept              Example
Conservation
Adaptation
Assimilation
Equilibrium
Accommodation
Formal operation
Pre-operation
Sensori-motor
Concrete operation

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Week 3 presentation piaget

  • 1. Week 3 EDS 220 COGNITIVE DEVELOPMENT Dr. Evrim Baran
  • 2. What do you think? How would you explain the concept of “symbol” to a 6 year old and to a 14 year old. Would you use words? Would you use symbols? Specific examples? What kind? What do you know about how younger and older children develop?
  • 3. Development Orderly adaptive changes we go through from conception to death (Woolfolk, 1993, p. 26) Physical Social Moral Cognitive
  • 4. Principles of Development People develop at different rates Development is relatively ordely Development takes place gradually
  • 5. What does influence development? Biological maturation Activity Social experiences Equibilibration
  • 6. Nature or Nurture? Heredity vs.Environment
  • 7. Jean Piagett • Born: August 9, 1896 • Died: Sept. 16, 1980 • Birth Place: – Neuchatel, Switzerland • Education: – Received PhD from University of Neuchatel • Married in 1923 to Valentine Chatenay and bore 3 children
  • 8. Piaget Background • Young Piaget was incredibly precocious – Published first paper at 10 – Wrote on mollusks, based on these writings was asked to be curator of mollusks at a museum in Geneva (he declined in order to finish secondary school) – Earned his doctorate in natural sciences at 21 – Began to study psychology, applying intelligence tests to school
  • 9. Old idea: Children’s minds were just like adult minds with less knowledge New idea: Children think differently qualitatively than an adult.
  • 10. Child is not a “tabula rasa” with the “real world” out there waiting to be discovered. Mind is constructed through interaction with the environment; Brain develops through a series of stages.
  • 11. Child as scientist Children are naturally curious and create theories about how the world works Mental structures intrinsically active  constantly being applied to experience Leads to curiosity and desire to know Development proceeds as the child actively refines his/her knowledge of the world through many “small experiments”.
  • 12. How does Piaget describe developmental change? • Children will not be ready to learn if they are not developed mentally and if their mind has not progressed to the next stage. • If children are developed mentally ready to learn they will be interested in the topic if it is developed mentally appropriate.
  • 13. Basic tendencies in thinking • Organization: Combining, arranging, re-combining, rearranging behaviors and thoughts into coherent systems. • Adaptation: Adjusting to the environment
  • 14. So, what is a scheme? • Organized systems of action or thought that allow us to represent mentally or “think about” the objects and events in our world. • Basic building blocks of thinking.
  • 15. So, what is a scheme? • Sucking through a straw • Recognizing a rose • Drinking • Categorizing plans
  • 16. How do cognitive structures develop? Processes of adaptation: Assimilation and accommodation Assimilation: The incorporation of new experience into existing structures. (FITTING) Accommodation: The changing of old structures so that new experiences can be processed. Assimilation is conservative Accommodation is progressive
  • 22. What is this? Beringer-type sundial
  • 24. Equilibration Searching for a mental balance between cognitive schemes and information from the environment.
  • 25. Disequilibrium Out of balance state that occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation.
  • 26. Cognitive Growth Equilibrium Harmony between one’s schemes and experience Assimilation Tries to adapt to new experience by interpreting it in terms of existing schemes Accommodation Modifies existing schemes to better account for puzzling new experience Organization Rearranges existing schemes into new and more complex structures
  • 27. Stages of cognitive development • Children periodically reach a point where their theories are wrong most of the time and so they must reorganize thinking about the social and physical worlds • Three reorganizations of theories lead to four stages of cognitive development • Piaget believed all children pass through stages in same order
  • 28. Piaget’s Stages of Cognitive Development 1. Sensorimotor Stage (birth to 24 months) 2. Preoperational Stage (2-7 years) 3. Concrete Operational Stage (7- 11 years) 4. Formal Operational Stage (11-15 years)
  • 29. Stage 1: Sensorimotor-Infancy (Birth to Age 2) Sensori (senses) Motor (actions, body movements)
  • 30. Stage 1: Sensorimotor-Infancy (Birth to Age 2) • Sensing information and performing actions accordingly. • Unconscious, self-unaware, and non- symbolic cognition. • Basic motor reflexes: grasping, sucking, eye movements, orientation to sound etc.
  • 31. Stage 1: Sensorimotor-Infancy (Birth to Age 2) • Object permanence: Realizing that objects in the environment exist whether the baby perceives them or not. 8 -12 months OUT OF SIGHT OUT OF MIND
  • 32. Stage 1: Sensorimotor-Infancy (Birth to Age 2) • Object permanence Peekaboo Ce-eeee
  • 33. Stage 1: Sensorimotor-Infancy (Birth to Age 2) • Goal directed actions: Deliberate actions towards a goal
  • 34. Stage 1: Sensorimotor-Infancy (Birth to Age 2) • Education at this stage?
  • 35. Stage 2 Preoperational Stage (2-7 years old) Early childhood to early elementary years Operation: An action carried out through logic. Preoperation: Before logical thinking processes
  • 36. Stage 2 Preoperational Stage (2-7 years old) • Internalization of actions: Performing an action mentally rather than physically. • The ability to form symbols: Words, gestures, signs, images • Mental actions do not follow a pattern of logic
  • 37. Stage 2 Preoperational Stage (2-7 years old) • Perceptual centration • Irreversibility • Egocentrism
  • 38. Stage 2 Preoperational Stage (2-7 years old) • Perceptual centration: Tendency to focus only on one dimension of an action or issue and ignore other dimensions
  • 39. Stage 2 Preoperational Stage (2-7 years old) • Irreversibility: Lack of ability thinking backwards or making use of actions or knowledge from the past. • Conservation: The amount or number of something remains the same of the arrangement or appearance is changed, as long as nothing is taken away.
  • 41. Stage 2 Preoperational Stage (2-7 years old) • Egocentrism: Assuming that others experience the world the way you do.
  • 42. Stage 2 Preoperational Stage (2-7 years old) • Collective monologue: Form of speech in which children in a group talk but do not really interact or communicate.
  • 43. Stage 2 Preoperational Stage (2-7 years old) • Use concrete props and visual aids whenever possible (pizza to demonstrate whole, one half, add and substract with sticks, rocks, colored chips) • Make instructions relatively short (Demonstrating of entering the class quietly, explain a game by acting out the parts, show examples of finished products) • Don’t expect them to see the world from someone else’s point of view (social problems) • Students may have different meanings for the same word (Ask children to explain the meaning of invented words.) • Give them a great deal of hands on experience (cut out letters to build words) • Provide wide range of experiences (taking field trips, invite story tellers to class)
  • 44. Stage 3 Concrete Operational Stage (7-11 years) • Concrete operations: Mental tasks tied to concrete objects and situations. • Hands-on thinking • Logical and systematic manipulation of symbols related to concrete objects. • Egocentric thought diminishes, operational thinking develops.
  • 45. Stage 3 Concrete Operational Stage (7-11 years) • If/then thinking (if x happens then y happens) • Solving conservation problems (identity, compensation, reversibility) • Classification (put things in correct group based on a number of attributes)
  • 46. Stage 3 Concrete Operational Stage (7-11 years) • Classifying objects by using size, shape, color, and other characteristics. • Seriation: Arranging objects in sequential order according to one aspect, such as size, shape, weight, or volume. A<B<C
  • 47. Stage 3 Concrete Operational Stage (7-11 years) Not able to reason hypothetical, abstract problems that involve the coordination of many factors at once.
  • 48. Stage 3 Concrete Operational Stage (7-11 years) • Use concrete props and visual aids when dealing with sophisticated problems (e.g. time lines in history, diagrams of hierarchical relationships) • Give them a chance to manipulate and test objects (scientific experiments • Make presentations and readings brief and well organized (stories, short books) • Use familiar examples • Give opportunities to classify and group objects
  • 49. Stage 3 Concrete Operational Stage (7-11 years) • How would you teach a child at this stage about human body?
  • 50. Stage 4: Formal Operational Stage (11-15 years old) • Formal operations: Mental systems for controlling sets of variables and working through a set of possibilities. • Logical use of symbols related to abstract concepts. • What is to what might be. – How life would be different if people did not sleep? • Hypothetico-deductive reasonings. Inductive reasoning
  • 51. Stage 4: Formal Operational Stage (11-15 years old) • Adolescent egocentrism: Assumption that everyone else shares one’s thoughts, feelings, and concerns. • Imaginary audience: The feeling that everyone is watching.
  • 52. Stage 4: Formal Operational Stage (11-15 years old) “Everyone noticed that I wore this shirt twice this week” “The whole class thought my answer was dump” “No one else in this world can possibly understand how I feel”
  • 53. Stage 4: Formal Operational Stage (11-15 years old) • What is the difference between egocentrism in young children and egocentrism in adolescents?
  • 54. Stage 4: Formal Operational Stage (11-15 years old) Do we all reach the fourth stage?
  • 55. Stage 4: Formal Operational Stage (11-15 years old) Helping students to build formal operations • Continue to use concrete-operational teaching strategy and materials (charts, illustrations) • Give students the opportunity to explore many hypothetical questions (position papers on social issues, economy, personal vision an utopia, describe earth after humans are extinct) • Give students opportunities to solve problems and reason scientifically (design experiments, debates) • Teach broad concepts ideas relevant to students’ lives (world history)
  • 56. Piaget’s Stages of Cognitive Development 1. Sensorimotor Stage (birth to 24 months) 2. Preoperational Stage (2-7 years) 3. Concrete Operational Stage (7- 11 years) 4. Formal Operational Stage (11-15 years)
  • 57. Applications of Piaget’s Theory for Teachers Examples?
  • 58. Limitations of Piaget’s Theory for Teachers Examples? 1. Underestimating young children’s cognitive abilities, overestimating older children’s cognitive abilities 2. Overemphasizing the biological influence on cognitive development 3. Not taking into account of the effect of the culture and social group on children.
  • 60. Assignment for next week • For each stage, bring an example on how you would teach a child a topic in your field (e.g. an example of teaching numbers at preoperational stage, teaching algebra at concrete operational stage)
  • 61. Assignment Concept Example Conservation Adaptation Assimilation Equilibrium Accommodation Formal operation Pre-operation Sensori-motor Concrete operation

Hinweis der Redaktion

  1. A child seeing a zebra for the first time and calling it a horse. The child assimilates this information into her schema for a horse. When the child accommodates information, she takes into consideration the different properties of a zebra compared to a horse, perhaps calling a zebra a horse with stripes. When she eventually learns the name of zebra, she has accommodated this information.
  2. A mental representation, or schema of a certain group of people (a racist schema) -- your whole life you grew up with those around you just adding more and more information to that schema that made sense to you (assimilation) -- you only notice information that fits your schema (assimilation) and confirms it -- then you get to college and actually meet people from that group and realize what you have learned from real interactions requires a radical reorganization of your schemaregarding that group (accommodation). Your new schema is completely different, not just full of additional information
  3. Assimilation is like adding air into a balloon. You just keep blowing it up. It gets bigger and bigger. For example, a two year old&apos;s schema of a tree is &quot;green and big with bark&quot; -- over time the child adds information (some trees lose their leaves, some trees have names, we use a tree at Christmas, etc.) - Your balloon just gets full of more information that fits neatly with what you know and adds onto it.Accommodation is when you have to turn your round balloon into the shape of a poodle. This new balloon &quot;animal&quot; is a radical shift in your schema (or balloon shape). The tree example works well where we live so I go with that, but you can invent your own. Now that they are in college in the redwood forest, we have conceptualization (schema) of trees as a source of political warfare, a commodity, a source of income for some people, we know that people sit and live in trees to save them; in other words, trees are economic, political, and social vehicles. This complete change in the schema involves a lot of cognitive energy, or accommodation, a shift in our schema.
  4. A child learns his father is called Daddy, so he calls other males ( e.g. the mailman) Daddy.  This is assimilation. He is quickly told that the other man is not Daddy, he is _______.  Again, the schema for Daddy is modified.  This is accommodation.