1 / 30

Reviewing the Exam

Psych 125 Human Development Christopher Gade Office: 1031-G Office hours: Tu 12-1:30 and by apt. Email: gadecj@gmail.com Class: T 1:30-4:20 Room 2210. Reviewing the Exam. Mean – 42.2 SD – 8.6 Lowest – 24 Highest – 56 F’s = 11 D’s = 14 C’s = 10 B’s = 8 A’s = 6.

xue
Télécharger la présentation

Reviewing the Exam

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Psych 125Human DevelopmentChristopher GadeOffice: 1031-GOffice hours: Tu 12-1:30 and by apt.Email: gadecj@gmail.comClass: T 1:30-4:20 Room 2210

  2. Reviewing the Exam • Mean – 42.2 • SD – 8.6 • Lowest – 24 • Highest – 56 • F’s = 11 • D’s = 14 • C’s = 10 • B’s = 8 • A’s = 6

  3. A Closer Look at All Grades • The exam scores were adjusted to account for two questions that got a large % of the class. • Paper grades correlated very highly with exam grades. If you did well on the paper and not the exam, come see me. • Some papers were atrocious, and 1/5 of you decided not to turn one in. Papers are 1/3 of your grade. That means that you can’t get any better than a D if you skip them. • Remember, this is considered an upper division undergraduate course. You need to put work into the class in order to do well.

  4. Moving On… • In this class, we’re covering development in three different sections. • Physical based lifespan development • Cognitive based lifespan development • Socioemotional based lifespan development

  5. Looking at Cognitive Development • Cognitive psychology – the scientific study of thought and processes of the mind • What is thought? • Information Processing (class 1 and 2) • Learning (Class 1, 2) • Planning (Class 1, 3) • Metacognition(Class 2) • Attention (class 2) • Memory (class 2) • Intelligence/Creativity (Class 3) • Language (Class 4)

  6. Where to start? • If there’s so many topics that cognitive psychology covers, how do we choose where to start when looking at development?

  7. The Leader in Cognitive Development Research : Jean Piaget (1896-1980) • While earning his education, Piaget worked with Alfred Binet in his administration of intelligence tests • As he studied intelligence, Piaget became interested in the cognitive development of children • Began research by observing the development of his children; Laurent, Lucienne and Jacqueling

  8. Piaget’s Conclusions • From his observations, Piaget was able to establish his own terminology and theories of how “normal” children develop cognitively • Believed that children are constantly “adapting” to their environment through the demands that are put on them • How?

  9. Schema – a concept or mental framework that organizes and interprets information in the world • Equilibrium – a cognitive state of mind that comes from harmony between a child’s environment and present schema • Disequilibrium – a cognitive state of mind caused when new information contradicts current schemas • When we encountered disequilibrium, children had two choices: • Assimilation – interpreting one’s new experience in terms of one’s existing schema • Accommodation – adapting one’s current schemas to incorporate new information • Equilibration – shifting from one frame of mind to the next

  10. Doggy Doggy???

  11. More on the Process of Equilibration • According to Piaget, children develop in a consistent manner that causes them to start noticing different cognitive schema conflicts as they age • When a child reaches a certain stage, they start to recognize numerous conflicts with their current schema • After multiple exposures, children begin to alter their schema until the conflict subsides • Once that happens, they reach a temporary stage of equilibrium until they enter the next stage of development

  12. Piaget’s Proposed Stages of Cognitive Development

  13. The Sensorimotor Stage’s Substages

  14. More on the Sensorimotor Stage (1-2) • This stage is primarily focused on learning different outcomes through the senses and then learning the ways to increase the frequency of desirable outcomes • However, other cognitive challenges also appear • Object permanence • 11:50-14:00 • Sense of self

  15. The Preoperational Stage (2-7) • Representing things with words and images but lacking logical reasoning • Struggle distinguishing appearance from reality • The Symbolic Function Substage (2-4) • Egocentrism • Pretend play • Animism • Intuitive Thought Substage (4-7) • Symbolism • 14:00-18:15 • “Why”

  16. The Concrete Operational Stage (7-11) • Able to do operations – mentally reverse actions that were first done physically • penny example • Analogies • Run  Walk • Fast  ??? • Slow, Heart, Run • Conservation • Metacognition

  17. Types of Conservation Issues

  18. Formal Operational Stage (11-15) • Abstract reasoning • Focus on the ideal and hypothetical • Easy recognition of logic problems • Move toward hypothetical-deductive reasoning • “if I do this, the most likely outcome will be…” • Adolescent egocentrism – a heightened sense of self-consciousness • Imaginary audience – perception of being the constant center of attention • Personal fable – perception of being unique and invincible • Note: there’s skepticism about this stage occurring for everyone, if people ever completely master this stage, and if everyone experiences it in the same way

  19. If everyone in this class works hard on the next assignment, everyone in this class will earn an A. • Everyone in this class works hard… • John and his sister Sally both want to go home from school, but they only have one bike. This means that one of them will get to ride the bike home, while the other will have to walk. • John rode his bike home… • Tommy can run faster than Jenny. Jenny can run faster than Mark. Mark can run faster than Beth. Who can run faster, Tommy or Beth? (transitivity – is this formal or concrete operational?)

  20. Reviewing Piaget’s Theory of Development • Children go through different, set stages of development as they progress toward adulthood. • These stages are distinct, age specific, and can’t be sped up through adult help.

  21. Criticisms of Piaget • Inaccurate age of stage related issues • Early (conservation and object permanence) • Late (abstract thinking) • Culture impacts stages • Training and exposure related

  22. Lev Vygotsky (1896-1934) • Researched the ideas of cognitive development that were described by Jean Piaget • Agreed with the idea that a developmental process in cognitive skills does take place • Argued against Piaget’s idea that this cognitive development is set, and cannot be accelerated

  23. Vygotsky’s Theories of Development • Cognitive development occurs through gradual and continual growth • Instead of being in different developmental stages, we progress through different “zones of proximal development” • Scaffolding – the process of teaching a child slightly above their current level of cognitive development in order to help that child learn cognitive concepts quicker • NOTE: there is a stress in communication and proper dialog in order to help children master cognitive skills

  24. A Side Effect of Communication • Vygotsky believed that communication also helped children create their own private thoughts • Public speech – communication of ideas and plans through verbal interaction • Inner speech – communication of ideas and plans through internal thoughts • Develops at 3 to 7 years • Increases social skills (theorized) • Increases problem solving skills (proven later)

  25. Applying these theories… • If I were a parent, how would I apply Piaget’s ideas to help my child do better in school? • How would I apply Vygotsky’s ideas?

  26. A Final Related Idea: Adult Cognitions • Adult cognitive development is difficult to pinpoint. However, we assume that adults advance their approach to thinking…but how? • Pragmatic thinking – applying past knowledge to new, novel situations (Schaie, 1977) • Dualistic/reflective thinking – something isn’t either right or wrong, and that there are grey areas (Perry, 1970) • Relativist thinking – recognizing multiple perspectives in situations and conflicts (Labouvie-Vief, 2006) • Note: this has been proposed to be an additional stage of development by some theorists: Postformal Thought

  27. Moving on… • In the next class, we’ll discuss some current research that has examine cognitive development in the areas of: • Procesing • Memory • Attention • Thinking • Metacognition

More Related