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Week Three

Week Three. Cognitive Development. “The thoughts of youth are long, long thoughts.” — Henry Wadsworth Longfellow American Poet, 19 th Century. Cognitive Developmental View. Piaget's Theory Cognitive Processes Schema:

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Week Three

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  1. Week Three Cognitive Development “The thoughts of youth are long, long thoughts.” — Henry Wadsworth Longfellow American Poet, 19th Century

  2. 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

  3. Cognitive Developmental View • Piaget's Theory • Cognitive Processes • Assimilation: • The incorporation of new information into existing knowledge

  4. Cognitive Developmental View • Piaget's Theory • Cognitive Processes • Accommodation: • An adjustment to new information, causing the schema to change

  5. Cognitive Developmental View • Piaget's Theory • Cognitive Processes • Equilibration: • When adolescents experience cognitive conflict, they resolve conflict to reach a balance

  6. Cognitive Developmental View Piaget's Four Stages of Cognitive Development Fig. 4.1

  7. 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

  8. Cognitive Developmental View • Evaluating Piaget's Theory • Contributions • Cognitive development • Assimilation • Accommodation • Conservation • Hypothetical-deductive reasoning

  9. 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

  10. Cognitive Developmental View • Cognitive Changes in Adulthood • Realistic and pragmatic thinking • Face reality, idealism decreases • Reflective and relativistic thinking • Become aware of diverse opinions and multiple perspectives

  11. Cognitive Developmental View • Post-formal thought • Reflective, relativistic, and contextual • Provisional • Realistic • Open to emotions and subjective

  12. Cognitive Developmental View Vygotsky’s Zone of Proximal Development (ZPD) Fig. 4.3

  13. Cognitive Developmental View • Vygotsky • Social Constructivist Approach • Emphasizes the social contexts of learning and the construction of knowledge through social interaction

  14. Information-Processing View • Cognitive Resources • Mechanisms of Change • Attention and Memory • Executive Functioning

  15. Information-Processing View • Decision Making • Reasoning • Critical Thinking • Creative Thinking • Expertise • Metacognition and Self-Regulatory Learning

  16. Information-Processing View • Critical Thinking • Thinking reflexively and productively and evaluating the evidence

  17. Information-Processing View • Creativity • The ability to think in novel and unusual ways and come up with unique solutions to problems

  18. Information-Processing View • Convergent Thinking • A pattern of thinking in which individuals produce one correct answer; characteristic of the items on conventional intelligence tests

  19. 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

  20. Metacognition and Self-Regulatory Learning • Metacognition • Cognition about cognition, or “knowing about knowing” • Self-Regulatory Learning • Consists of self-generation and self-monitoring of thoughts, feelings, and behaviors to reach a goal

  21. 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

  22. Intelligence Tests The Normal Curve and Stanford-Binet IQ Scores Fig. 4.10

  23. I.Q. = Mental Age Chronological Age Intelligence Testing • Intelligence Quotient: • A method of quantifying performance on an intelligence test Originally:

  24. Intelligence Testing • First intelligence test by Binet • Revised as the Stanford-Binet • Terman applied new concept of I.Q.

  25. Intelligence Testing • David Wechsler – Wechsler-Bellevue Intelligence Scale • WAIS-III • WISC-III • WPPSI-III • Wechsler scales now more widely used

  26. 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

  27. Psychometric/Intelligence View • Theories of Multiple Intelligences • Factor Approaches • Gardner’s Theory of Multiple Intelligences • Verbal and mathematical skills • Spatial skills • Bodily-Kinesthetic skills • Musical skills • Interpersonal and intrapersonal skills • Naturalist skills

  28. Psychometric/Intelligence View • Sternberg’s Thiarchic Theory • Analytical • Creative • Practical

  29. 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

  30. 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

  31. Group Comparison in Intelligence • Cross-Cultural Comparisons • Cultural Bias in Testing • Culture-fair tests • Ethnic Comparisons • Stereotype threat

  32. 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

  33. Social Cognition • Personal fable • The part of adolescent egocentrism involving an adolescent’s sense of uniqueness

  34. Social Cognition • Perspective Taking • The ability to assume another person’s perspective and understand his or her thoughts and feelings

  35. Taking it to the Net • For more information on material covered in this chapter, visit our Online Learning Center: http://www.mhhe.com/santrocka11

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