PSYC 2110 Lecture Notes - Lecture 3: Active Child, Dynamical System, Information Processing

• School: York University
• Department: Psychology
• Course: PSYC 2110
• Professor: Ellen Bialystok

Document Summary

Theories of cognitive development: piagetian, nature/nurture, continuity/discontinuity, the active child. Information processing: nature/nurture, how change occurs, core-knowledge, nature/nurture, continuity/discontinuity, sociocultural, nature/nurture, influence of the sociocultural context, how change occurs, dynamic-systems, nature/nurture, the active child, how change occurs. Theoretical foundations: structuralist stage theory, ultimately conflicts with the other foundations and weakens the theory, requires discreet, distinct packages, constructivist active child, biologist knowledge evolves. Development of schemes: sucking begins as a reflex then develops to a more complex scheme through adaptation and equilibration. Continuous vs discontinuous: continuous through stages and discontinuous between stages, continuous pine tree going bigger, discontinuous caterpillar to larvae to butterfly. Piaget"s stages of development: sensorimotor (0-2, foundation of intelligence through adaptation of innate reflexes, reflexes evolve through assimilation and accommodation to produce complex behaviour. Internationalize of these behaviours is thought (18months: main development: object permanence (18 months, a mot b error.