Transcript Week Three
Week Three
Cognitive Development
“The thoughts of youth
are long, long thoughts.”
— Henry Wadsworth Longfellow
American Poet, 19th Century
Cognitive Developmental View
Piaget's Theory
Cognitive
Processes
Schema:
A concept or framework that exists in the
individual’s mind to organize and interpret
information
Cognitive Developmental View
Piaget's Theory
Cognitive
Processes
Assimilation:
The incorporation of new information into
existing knowledge
Cognitive Developmental View
Piaget's Theory
Cognitive
Processes
Accommodation:
An adjustment to new information, causing the
schema to change
Cognitive Developmental View
Piaget's Theory
Cognitive
Processes
Equilibration:
When adolescents experience cognitive
conflict, they resolve conflict to reach a
balance
Cognitive Developmental View
Piaget's Four Stages of Cognitive Development
Fig. 4.1
Cognitive Developmental View
Piaget's Theory
Early
Formal Operational Thought
Unconstrained
thoughts
Unlimited possibilities
Late Formal Operational Thought
Test
reasoning against reality
Intellectual balance restored
Cognitive Developmental View
Evaluating Piaget's Theory
Contributions
Cognitive
development
Assimilation
Accommodation
Conservation
Hypothetical-deductive reasoning
Cognitive Developmental View
Evaluating Piaget's Theory
Criticisms
Some
cognitive abilities emerge earlier than
he thought
Some concrete operational concepts do not
appear in synchrony
Culture exerts stronger influence than he
envisioned
Cognitive Developmental View
Cognitive Changes in Adulthood
Realistic
Face
and pragmatic thinking
reality, idealism decreases
Reflective
Become
and relativistic thinking
aware of diverse opinions and
multiple perspectives
Cognitive Developmental View
Post-formal thought
Reflective,
relativistic, and contextual
Provisional
Realistic
Open
to emotions and subjective
Cognitive Developmental View
Vygotsky’s Zone of Proximal Development
(ZPD)
Fig. 4.3
Cognitive Developmental View
Vygotsky
Social Constructivist Approach
Emphasizes the social contexts of learning
and the construction of knowledge through
social interaction
Information-Processing View
Cognitive Resources
Mechanisms of Change
Attention and Memory
Executive Functioning
Information-Processing View
Decision Making
Reasoning
Critical Thinking
Creative Thinking
Expertise
Metacognition and Self-Regulatory
Learning
Information-Processing View
Critical Thinking
Thinking
reflexively and productively
and evaluating the evidence
Information-Processing View
Creativity
The
ability to think in novel and
unusual ways and come up with
unique solutions to problems
Information-Processing View
Convergent Thinking
A
pattern of thinking in which
individuals produce one correct
answer; characteristic of the items on
conventional intelligence tests
Information-Processing View
Divergent Thinking
A
pattern of thinking in which
individuals produce many answers to
the same question; more
characteristic of creativity than
convergent thinking
Metacognition and SelfRegulatory Learning
Metacognition
Cognition
about cognition, or “knowing
about knowing”
Self-Regulatory Learning
Consists
of self-generation and selfmonitoring of thoughts, feelings, and
behaviors to reach a goal
Intelligence Tests
The Binet tests
Mental
age (MA): an individual’s level of
mental development relative to others
Intelligent quotient (IQ): a person’s tested
mental age divided by chronological age,
multiplied by 100
Intelligence Tests
The Normal Curve and Stanford-Binet IQ Scores
Fig. 4.10
Intelligence Testing
Intelligence Quotient:
A method
of quantifying performance on
an intelligence test
Originally:
I.Q. =
Mental Age
Chronological Age
Intelligence Testing
First intelligence test by Binet
Revised as the Stanford-Binet
Terman applied new concept of I.Q.
Intelligence Testing
David Wechsler – Wechsler-Bellevue
Intelligence Scale
WAIS-III
WISC-III
WPPSI-III
Wechsler scales now more widely
used
The Use and Misuse of
Intelligence Tests
IQ scores correlate substantially with
school grades
IQ scores correlate moderately with
work performance
Many other factors contribute to work
and school performance
Psychometric/Intelligence View
Theories of Multiple Intelligences
Factor Approaches
Gardner’s
Verbal
Theory of Multiple Intelligences
and mathematical skills
Spatial skills
Bodily-Kinesthetic skills
Musical skills
Interpersonal and intrapersonal skills
Naturalist skills
Psychometric/Intelligence View
Sternberg’s Thiarchic Theory
Analytical
Creative
Practical
Psychometric/Intelligence View
Emotional Intelligence
Perceive
and express emotion accurately
and adaptively
Understand emotion and emotional
knowledge
Use feelings to facilitate thought and to
manage emotions in oneself and others
Controversies in Intelligence
The influence of heredity and
environment
Hereditability
is the fraction of the
variance in a population that is attributed
to genetics
Environment
Group Comparison in
Intelligence
Cross-Cultural Comparisons
Cultural Bias in Testing
Culture-fair
tests
Ethnic Comparisons
Stereotype
threat
Social Cognition
Adolescent Egocentrism
Heightened
self-consciousness of
adolescents, reflected in their belief that
others are as interested in them as they
themselves are, and in their sense of
personal uniqueness
Social Cognition
Personal fable
The
part of adolescent egocentrism
involving an adolescent’s sense of
uniqueness
Social Cognition
Perspective Taking
The
ability to assume another person’s
perspective and understand his or her
thoughts and feelings
Taking it to the Net
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