PYB100 Lecture Notes - Lecture 4: Almost Surely, Object Permanence, Stanford–Binet Intelligence Scales
20 Jun 2018
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Department
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Professor
1. Lecture Four – Cognitive Development
Developmental Psychology
Developmental psychology is the field of study that focuses on patterns of
growth, stability, continuity and change that occur through an individual’s
life.
Domains of Development
Physical
Growth of body and its organs
Functioning of physiological systems (brain, physical signs of ageing,
changes in motor abilities etc.)
Cognitive
How do we process information?
Changes and continuities in perception, language, learning, memory,
problem solving and other mental processes
Psychosocial
Changes and continuities in personal and interpersonal aspects such
as:
Motives
Emotion
Personality traits
Interpersonal skills
Relationships
Roles (family and society)
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These domains are inherently linked.
Physical change (learning to crawls), can now grab objects and experience
situations ensues cognitive change, can now follow caregiver therefore
psychosocial change.
Cognitive Development
Conceptualising lifespan
Childhood periods
Prenatal Period
Infancy Period (birth and age 2)
Early Childhood (age 2 to age 5/6) [pre-school period]
Middle Childhood (age 5/6 to age 12ish)
Adolescence (age 12/13 to age 18ish)
Emerging Adulthood (age 18 to age 25)
Adulthood periods
Emerging Adulthood (age 18 to age 25)
Early Adulthood (age 20 to 40)
Middle Adulthood (age 40 to age 65)
Late Adulthood (65+)
Piaget’s Cognitive Theory
Focused on childhood periods
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Swiss psychologist
1869 – 1980
Worked with Alfred Binet
(Binet working on intelligence test for children)
Stanford Binet Intelligence Test - IQ
IQ Score for children
Piaget not interested if child got answer wrong or right
Interested that children at different ages made same kind of mistakes
– what does it mean? How our thinking changes in childhood span?
Does this suggest a pattern of how our thinking skills developed?
Developed Cognitive Stage Theory
Sensorimotor (Birth – 2)
Preoperational (2 – 7)
Concrete operational (7 – 11)
Formal operational (11 – adulthood)
When we move through these stages of cognitive development, we
share similar limitations through thinking
Piaget’s Concepts
Direct learning (schemes)
oAssimilation
New information fits into existing schemes
Accommodation
oChanging schemes (way we think about the world) to
incorporate new information or ideas
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Document Summary
Developmental psychology is the field of study that focuses on patterns of growth, stability, continuity and change that occur through an individual"s life. Functioning of physiological systems (brain, physical signs of ageing, changes in motor abilities etc. ) Changes and continuities in perception, language, learning, memory, problem solving and other mental processes. Changes and continuities in personal and interpersonal aspects such as: Physical change (learning to crawls), can now grab objects and experience situations ensues cognitive change, can now follow caregiver therefore psychosocial change. Early childhood (age 2 to age 5/6) [pre-school period] Middle childhood (age 5/6 to age 12ish) Emerging adulthood (age 18 to age 25) Middle adulthood (age 40 to age 65) (binet working on intelligence test for children) Piaget not interested if child got answer wrong or right. Interested that children at different ages made same kind of mistakes. When we move through these stages of cognitive development, we share similar limitations through thinking.
