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Transcript of Copyright © Allyn & Bacon 2007 World of Children 1 st ed Chapter 14 Cognitive Development in...
Copyright © Allyn & Bacon 2007
World of Children 1st ed
Chapter 14
Cognitive Development
in Adolescence
Copyright © Allyn & Bacon 2007
Piaget’s Worksheet
Take out packet on Piaget Fill in the last stage
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Cognitive Development
Piaget’s final stageFormal Operational Thought
Characterized by 5 abilities hypothetico-deductive reasoning abstract thought separation of reality from possibility combinational logic reflective thinking
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Formal Operational Thought
Hypothetico-Deductive Reasoningthe use of deductive reasoning to systematically manipulate variables, test hypotheses, and reach correct conclusions formal scientific reasoning”
“HUH?”
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Example of Hypothetico-Deductive Reasoning Pg. 481
Children & adolescents asked
1.Considered all variables & possible combinations
2. Systematically test each factor one at a time
3. Find the conclusionWhat is the answer??
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Formal Operational Thought
Abstract Thoughtthe ability to think about things that are not concrete or tangible, such as ideas or concepts like truth, justice, fairness.
Love mother , hate peer Love freedom, hate exploitation
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Formal Operational ThoughtSeparation of Reality from Possibility
what is possible is not an extension of what is real, but what is real is only one of the possibilities
Ability to envision what “could be” offers exhilarating freedom
Become discouraged when compare reality they experience w/idealistic visions.
Ability to envision multitudes of possibilities leads to … spending 2 hours getting dressed.
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Formal Operational Thought
Combinational Logicthe ability to generate and systematically consider all possible combinations of a set of elements
I want to write, travel, help others, create new products. What career
path can I take?
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Formal Operational Thought
Reflective Thinkingthe ability to critically analyze own thoughts, opinions, and beliefs and compare to others’
Aka “metacognition” w/in information processing
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Adolescent Egocentrism Piaget thought that adolescents still show a level of
immaturity. the inability to distinguish between own thoughts and
thoughts of others imaginary audience – adolescents believe that other
people are as concerned about their behavior, feelings, thoughts and appearance as they are themselves
“ I’m not going to school. Everyone is going to make fun of my new haircut.”
personal fable – false beliefs adolescents have about their own thoughts, influence and risks
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Adolescent Egocentrism
Adolescents tend to believe that they are unique – no one else thinks the
way they do or understands the way they feel
(personal uniqueness) They are a source of special information have special influence over events
(omnipotence) bad things will not happen to them because
of their uniqueness (invulnerability)
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Cognitive Development Piaget believed that formal operational
thought was last major cognitive stage Others propose postformal reasoning
characterized by increased emphasis on what is practical
within a given context increased ability to accept contradiction in
the world. Things are not always consistent w/ logical conclusions
relativistic reasoning judgments and decisions based on
increasing knowledge and belief about what it means to live a “good life”
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Evaluation of Piaget’s theory Support
children do move from being more egocentric to being less egocentric
results have been replicated (object permanence & conservation)
cross-cultural studies indicate children move through 4 stages in same order
Criticism underestimated
abilities of young children
overestimated abilities of adolescents and adults
children seem to be in more than one stage at a time
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Piaget’s Legacy He changed psychology’s view of
children from passive reactors to active participants
He left a huge store of facts about children and child development from his research, observations and writings
His theory changed the field of education
His work stimulated vast amounts of research in many areas of child development
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Group Work
Divide into 3 equal groups Look at 487-488 Pick one type of socio-cultural view
and be ready to teach the class in 10 minutes
Discuss each theory
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Sociocultural Views ofCognitive Development
situated cognition : thinking always takes place within a specific context, and always in relation to a specific situation or interaction. To understand the thinking, you must understand the context.
guided participation : children are included in sociocultural activities to the extent that their cognitive development allows. As children learn to do more, they become more involved
socially shared cognition : thought is a shared group activity, and even individual thought comes from the interactions between people
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Intelligence: the ability to learn, think logically about abstract concepts, & adapt to the environment
Psychometric approach – the attempt to quantify people’s psychological skills and abilities, usually using paper/pencil tests
focused more on indicators of intelligence (facts and vocabulary) rather than cognitive process
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Intelligence
Sternberg’s Triarchic Theory – emphasis on how mental processes, experience and situational contexts relate to intellectual thought
3 interrelated subtheories componential subtheory experiential subtheory contextual subtheory
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Sternberg’s Triarchic Theory
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Intelligence
Gardner’s Theory of Multiple Intelligences – emphasis on idea that intelligence is not a single concept; rather that there are several types of intelligence.
linguistic
bodily-kinesthetic
inter-personal
spatial
naturalistlogical-
mathematical
musical
intra-personal
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Assessing Intelligence
first attempts in 1905 by Binet and Simon – children’s answers to questions were compared to average pattern
in 1916 Terman created scale to measure intelligence quotient (IQ) – determined by dividing mental age by chronological age, then multiplying by 100.
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Assessing Intelligence
today intelligence tests used to diagnose and treat various problems cognitive deficits learning disabilities attention deficits specific problems with reading or
memory tests must be reliable (consistent)
and valid (measure what it is supposed to)
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Assessing Intelligence
Most widely used tests Stanford-Binet Intelligence Scale
standardized on almost 5000 people from ages 2 to 85, from a variety of socioeconomic and ethnic groups.
high reliability, reasonable degree of validity Wechsler Scales
3 different scales for different agesstandardized using large
representative samplehigh reliability, adequate validity
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Assessing Intelligence
J. Sattler: (2001). Assessment of children, 4th ed. San Diego, CA: Jerome M. Sattler.
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Mental Retardation
Can range from mild to profound below normal intellectual functioning
(IQ of less than 75) deficits in adaptive behavior (daily
activities) early onset (before age 18)
85% are in mild category – can learn to live and work independently
1-2% are profoundly retarded – will need lifelong care
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Mental Retardation
Causes : genetic disorders – Down syndrome, Fragile X prenatal brain damage due to alcohol or drugs oxygen deprivation or other complication at
birth environmental factors
exposure to lead poor nutrition lack of stimulation parental retardation
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Gifted and Talented Children
Achievement well above average in one or more areas globally gifted – exceptional ability in all
areas unevenly gifted – exceptional ability in 1 or
2 areas but average or below in others
Characteristics of Gifted Children precocious – learn early and progress faster independent learners – often teach
themselves and have their own unique way of organizing information
“rage to master” – crave information about their favorite topics, push adults for more
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Issues with Intelligence Tests
Against Tests were
developed and administered by middle class whites
Minorities may lack test-taking skill and experience
Test results lead to inferior educational placement
For Useful in
evaluating present functioning
Can provide access to special programs
Can help evaluate programs
Can predict future performance
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Language Development adolescent register : form of speech used by
adolescents to identify themselves as part of a social, cultural or generational group
60’s groovy, 70’s cool, 80’s awesome,90’s phat
genderlects : differences in the ways boys and girls talk boys use more slang and profanity girls ask more questions, and talk about feelings
dialect : consistent and systematic variety of a single language shared by a specific group geographic (New England, the South) cultural (Ebonics)
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Decision Making in Adolescence
improved ability to make “good” decisions – ones that reflect careful consideration of different options
younger adolescents more influenced by peer pressure than older teens
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Vocational Decisions
Influenced by interests values SES parents gender ethnicity rewards job market