Part 3

Cognitive Development Theories

• Information-Processing Theories focus on how individuals process, store, and retrieve information.
• A distinctive feature of Information-Processing Theories is the emphasis on cognitive development as a gradual process of information processing.
• According to Information-Processing Theories, cognitive development occurs through the interaction between innate abilities and environmental stimuli.
• One factor of cognitive development is the development of short-term and long-term memory.
• Problem solving involves the use of strategies to overcome obstacles, and children's problem-solving abilities increase with age.

Piaget's Theory of Cognitive Development

• Piaget's theory of cognitive development focuses on the stages of cognitive development, including sensorimotor, preoperational, concrete operational, and formal operational stages.
• According to Piaget, cognition is the process of adapting to the environment through assimilation and accommodation.
• Genetic epistemology is the study of the origins of knowledge and how it develops.
• Cognitive development occurs through the interaction between innate abilities and environmental stimuli.
• Sensorimotor schemes are mental representations of objects and events based on sensory experiences.
• Symbolic schemes are mental representations of objects and events based on symbols and language.
• The two general learning mechanisms that contribute to cognitive development are assimilation and accommodation.
• The concrete-operational stage is characterized by the ability to think logically about concrete events and understand the concept of conservation.

Piaget's Stages of Cognitive Development

• Children typically pass the test for object permanence, understanding that objects continue to exist even when not visible, around 18-24 months.
• The term for the tendency of infants to reach for an object where it was previously hidden, rather than its new location, is the A-not-B error.
• The term for the ability to mentally picture and think about things that aren't currently being seen or experienced is representation.
• During the preoperational stage, children increasingly use symbols to represent objects and experiences.
• The term for the understanding that an object or symbol can stand for something else and also be an object in its own right is symbolic thinking.

Limitations and Characteristics of Cognitive Development Stages

• During the preoperational stage, children may struggle with conservation tasks because they are egocentric and have difficulty taking other perspectives.
• An example of egocentrism during the preoperational stage is a child believing that everyone sees the world from their own perspective.
• Centration is the tendency to focus on one aspect of a problem and neglect other important aspects during the preoperational stage.
• Reversibility is the understanding that actions can be reversed, and is a key concept during the concrete-operational stage.
• During the concrete-operational stage, children develop the ability to think logically about concrete events and understand the concept of conservation.
• A limitation of concrete-operational thinking is that children may struggle with abstract thinking.

Vygotsky's Perspective and Dynamic-Systems Theories

• According to Vygotsky's perspective, children are not just passive learners, but active participants in their own learning.
• An example of social scaffolding is when a teacher or peer provides guidance and support to help a child learn a new skill.
• According to dynamic-systems theories, children's behaviors result from the interaction of multiple systems over time.
• An example of early emerging competencies according to dynamic-systems theories is the ability to reach for hidden objects.
• Social interactions influence a child's development by providing opportunities for learning and scaffolding.
• The main focus of sociocultural theories is the role of culture and social interactions in shaping cognitive development.
• Characteristics of sociocultural theories include an emphasis on social interaction, language, and culture in shaping cognitive development.
• According to Vygotsky's perspective, children are active participants in their own learning and can teach others.
• The term for the mutual understanding that emerges during social interactions is intersubjectivity.
• Characteristics of dynamic-systems theories include an emphasis on the interaction of multiple systems over time, and the idea that children have an innate motivation to explore their surroundings.