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Cognitive Development in
Childhood and Adolescence
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Part 1 :
Piagets Four Periods
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eriods of Cognitive Development
Sensory-Motor Period birth to 2 years oldPre-Operational Period 2 to 6/7 years
Concrete Operational Period 6/7 to 10/11 years
Formal Operational Period 10/11 years on
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What is an operation ?
Operation : a reversible mental action
Mental action refers to thoughts, a mentalimage of a physical action
A thought is reversible when the child canthink simultaneously about before andafter the action.
- Non-reversible is like a video clip. WEcan pause the video before an action orafter an action, but not before and aftersimultaneously.
- Reversibility is possible in thought, butnot in physical action.
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Part 2 :
Pre-Operational Period
(2 to 6/7 years)
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Pre-Operational Stages
Pre-Operational Period 2 to 6/7 years
Preconceptual Stage 2 to 4 years
Functional Stage 4 to 5 years
Transitional Stage 6 to 6/7 years
Concrete Operational Period
6/7 to 10/11 years
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Transition from Sensory-Motor Period
Sensory-Motor logic is logic about actions
Understanding of relationship betweensensations and actions
Culmination of Sensory-Motor Period isdevelopment of ability to form
representations (called the symbolic function) Symbolic function enables child to form
mental images of actions, moving from planeof action to plane of thought.
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Examples of Use of theSymbolic Function
Language
Symbolic play (pretend) Deferred imitation
Graphic images
Mental symbols Figural representations : static images of
things, events, people.
Representations of actions : for Piaget, the
most important use of the symbolic function.
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Moving from Plane of Action to
Plane of Thought
Logic of action developed during Sensory-Motor Period doesnt translate automaticallyto the plane of thought.
Doing something logically and thinkinglogically about doing it are not the samething. The latter requires
to do the thing logically
to mentally represent or imagine all thesteps logically.
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Moving to Plane of Thought We can do things in thought that are not
possible in the plane of action
Make comparisons and classifications(which is taller, fatter, darker, lighter ;which are the same; which are different)
Understand social relationships and roles(what is a mother?)
Understand time and space Understand social rules (why not to hit
others)
Determine cause-effect
Understand what changes in the world andwhat stays the same.
These are just a few examples.
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Pre-Conceptual Stage (2-4
years) Primary Task : Forming pre-concepts
Pre-concepts vs. concepts
concept : mental representation of acategory
Category : a set of entities with commoncharacteristics; these entities aremembers of the category
Pre-concepts are idiosyncratic and unstable; young children change their definitionstoo frequently to constitute true concepts(according to Piaget)
Forming pre-concepts is a matter of answering what questions.
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Examples of the ChildsFormation of Pre-Concepts
The Example of a Mother The example of Time and Age
Complexity of forming concepts
Child has to have some understanding of time in order to understand age.
Child has to have some understanding of agein order to understand what motherhood is.
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Function Stage (4-6 years)
Understanding of identity
Understanding of functions
Limitations
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Understanding of Functions
Mathematical function establishes arelationship between two quantitative(numeric) variables :
Y = 3X + 2
If X is 1, then Y is 5. If X is 4, then Y is 14.
Pre-Operational function establishes a
relationship between two conceptualvariables :
The older you get, the taller you get.
In winter it snows, In summer, it doesnt
The taller the glass, the more Kool-Aid in it.
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Limitations to Pre-OperationalThinking
Egocentricism : able to consider only oneviewpoint at a time.
(Does your brother have a brother?)
Transductive Reasoning : reasoning fromparticular to particular (assuming causationfrom a correlation)
Centration : focusing on only one aspect of aproblem or situation.
Animism : belief that inanimate objects showsigns of life.
Artificialism : belief that natural objects werecreated by humans for human purposes.
Realism : belief that psychological states (e.g;dreams) are real; dont understand differencebetween action and thought.
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Three Mountains Task :
Evidence of Egocentrism
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Limitations to Functions
With functions, children can onlyunderstand relationship between twodimensions at a time.
Sometimes the childrens judgments arecorrect :
Usually, the taller glass does have more Kool-Aid
Many relationships involve more than twodimensions.
In these cases, the childs judgment may
be wrong.What about this case ?
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The Case of the Bowl of
Ice Cream
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The Case of the MultiplyingSandwich
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Part 3 :
Concrete Operational Period
(6/7 to 10/11 years)
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Conservation
Conservation : understanding thatchanging the form of a substance or
object does not change its amount,overall volume, or mass.
Conservation is one of many logicalabilities that children achieve in the
Concrete Operational Period. There is more research on conservation
than any other concrete operationalability because the conservation task veryclearly shows the logic that children areusing.
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An Example of a ConservationTask
Before Change Child is asked Is there thesame amount of Kool-Aid inthese two glasses or doesone have more? If the child
says one has more,adjustments are made untilchild says that they are thesame.
Change The Kool-Aid in one glass ispoured into another glasswith different dimensions.
After Change Child is asked :Is there the
same amount of Kool-Aid inthese two glasses or doesone have more? and isasked to give reason foranswer.
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Childrens Answers onConservation Task
Pre-Operational Functional Certaintythat one of the
glasses has more.
Pre-Operational Great uncertainty. MayTransitional refuse to give an answer.
May say that youcant tell unless youpour it back. Maysay that both glasses
now have more.
Concrete Certainty that both glassesOperational still have the same
amount.
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Logic Underlying Conservation
Answers
re-Operational Functional : height amount
OR Width amount
re-Operational Functional : height amount
AND Width amount
oncrete Operational : height X width amount
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Concrete Operational Logic
Identify argument : the child sometimes usesan identity argument, reasoning that the
amount of Kool-Aid must be the same, becausenothing was added or taken away.
Compensation argument : one glass is taller,but the other is wider. One increase cancels
out the other, so the two glasses still hold thesame.
reversibility argument : the action of pouringinto the taller glasses can be negated bypouring the Kool-Aid back again.
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Conservation of Number
Conserved at 6 to 7 years old
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Conservation of Substance
Conserved at 6 to 7 years old
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Conservation of Length
Conserved at 7 to 8 years old
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Conservation of Weight
Conserved at 8 to 9 years old
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Conservation of Volume
Conserved at 9 to 10 years old
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Classification
Child asked to sort set of objects that differ inhape, color and size.
re-Operational Child cannot sort entire sety Functional one dimension :
re-Operational Child can sort entire set by
ne Transitional dimension, but once done,cannot redo by anotherdimension
Concrete Child can sort by oneOperational dimension
And then by anotherdimension:
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Class Inclusion
Class Inclusion : based on comparing thesize of a class to the size of one of itssub-classes.
Understanding that a class cannot havefewer members than one of its sub-classes contains.
Are there more daffodils or are theremore flowers.
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Understanding of Number
If you had two numbers together, theresult is a number.
Adding 0 to a number leaves thenumber unchanged.
Multiply a number by 1 leaves thenumber unchanged.
2 + 3 = 3 + 2 (order of operationirrelevant)
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Understanding of Measurement
Two steps in measurement- select a unit
- Count the number of those units inthing being measured
Pre-Operational children can count(the second step in measuring), butdo not understand the concept of aunit.
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Summary of Concrete
Operations
Child develops range of logical abilities
(conservation, classification, number,measurement, etc).
They can use these logical abilities only inthinking about concrete objects.
They conserve the length of a concrete object, they classify concrete objects,they measure concrete objects
Inductive logic : reasoning from particular
observations to more general conclusions(the basis of classification)
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Part 4 : Formal Operations(10/11 years on)
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Characteristics of FormalOperations
Deductive logic : reasoning from ageneral rule to a particular instance.
Abstract : capable of concepts notembodied concretely (e.g., differencebetween arithmetic and algebra)
Hypothetical : the ability to formhypotheses ; must be able to considerwhat actually exists as one possibility of what might exist.
Combinatorial reasoning : able to identify
variables and then isolate and test eachvariable one at a time.
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Effect of Attaining FormalOperations
Imaginary Audience : Belief that othersare as concerned with us as we ourselvesare.
Personal Fable : Because imagining what
ifs is a new skill, adolescents imagine apersonal story, in which the world revolvesaround them. Based on feeling specialand unique. Others do not suffer as theydo.
Adolescent Idealism : thinking abstractlyand hypothetically enables adolescents toimagine perfect and form ideals. Leads tocriticizing and fault-finding with the adult
world. Argumentativeness : At all ages, child
practice emerging skills. Deductivei g bl t t t