Cognitive development

PATHFINDER GLOBAL SCHOOL, PATAUDI

Presentation on :

Cognitive DevelopmentPresentation by:

DIVYASHU SHARMASchool Counsellor

Cognitive Development

Basic Principles of Piaget’s Theory

Stages of Cognitive Development

• For a child to learn something new, needs repetition on the average 8 times.•For a child to unlearn an old behaviour and replace it with new, needs repetition on the average 28 times.

• 20 of those to eliminate old behaviour and 8 times to learn the new behaviour.

Basic Principles Development is driven by the process of

equilibration. Equilibration encompasses

Assimilation (Transforming information so that it fits within their existing thinking. )

Accommodation (Adapt thinking to incoming information.)

Schemas (Describes both the mental and physical actions involved in understanding and knowledge; also includes both categories of knowledge and the process of obtaining that knowledge. )

Three phases of Equilibration Satisfied with their mode of thought and

therefore are in a state of equilibrium. Then, become aware of the

shortcomings in their existing thinking and are dissatisfied. (in a state of disequilibrium; experience cognitive conflict.)

Last, adopt a more sophisticated mode of thought that eliminates the shortcomings of the old one (reach a more stable equilibrium.)

Basic Principles Metaphor of child as scientist Children are naturally curious and create

theories about how the world works Schemas are mental structures or

concepts in the child’s mind In assimilation, new experiences are

readily incorporated into existing theories In accommodation, existing theories are

modified based on experience

Basic Principles Assimilation and accommodation are

usually in balance, or equilibrium When balance is upset, children

reorganize their theories to restore equilibrium, a process Piaget called equilibration

Process results in qualitatively different and more advanced theories

Basic Principles Children periodically reach a point where

their theories are wrong most of the time and so they must reorganize thinking about the social and physical worlds

Three reorganizations of theories lead to four stages of cognitive development

Piaget believed all children pass through stages in same order

1. Stages of Cognitive Development

The sensorimotor stage spans from birth to approximately 2 years of age

Begins with reflexive responding and ends with using symbols

Object permanence: understanding that objects exist independently

Sub stages of Sensorimotor stage Reflexes (0-1 month)

1 0 Circular reactions(1-4 months)

2 0 Circular reactions(4-8 months)

Coordination of reactions(8 - 12 months)

3 0 Circular Reactions(12 – 18 months)

Early Representational thoughts (18-24 months)

Reflexes such as sucking and rooting

Involves coordinating sensation & new schema.

Begins to intentionally repeat an action in order to trigger a response in the environment

Shows clearly intentional actions. May also combine schemas to achieve desired effect. Explore surrounding & imitate the observed behaviour.

Begin a period of trail and error experimentation.Try out different sounds or actions to get attention.

Develop symbols to represent events or objects. Understand the world through mental operations rather than purely through actions.


Preoperational stage spans ages 2 to 7 years

Children use symbols but there are many errors in thinkingEgocentrismCentrationConfuse appearance and reality

Three Mountains Problem

Conservation Tasks


Concrete operational stage spans ages 7 to 11 years

Thinking based on mental operations (strategies and rules that make thinking more systematic and powerful)

Operations can be reversed Focus on the real and concrete, not the

abstract


Formal operational stage spans from roughly age 11 to adulthood

Adolescents can think hypothetically Use deductive reasoning to draw

appropriate conclusions from facts

Formal operational stage

Logic:Deductive

logic becomes

important, involves

hypothetical

situations and is often required in Science &

Mathematics.

Problem

solving:

The ability to systematicall

y solve a problem in a logical and methodical

way. Cognitive

development are often able to

quickly plan an organized approach to

solving a problem.

Areas to improve individual processing capabilities.

We will focus on three broad areas and concentrate on:•Mental Workload.•Training.•Managing errors.

Strategies to maximize cognitive function in daily life

Strategy 1: Respect the Complexity of everyday Task.

Recognize and respect the cognitive demands of the cognitive task. Everyday tasks can make many complicated cognitive demands , and have to recognize and respect the demands before you can begin to look at the effects of cognitive symptoms accurately , and begin to compensate for them.


Strategy 2: Stay Conscious of Cognitive Functioning (well or poor).

If one can learn to assess cognitive abilities, may be able to recognize when they will start to fade and must do something to restore them to an effective level. This will allow to keep negative effects to a minimum. Its possible to develop techniques to enhance cognitive abilities which can be effective during cognitive symptoms.


Strategy 3: Make the most of good period.

There are lot of things to deal with cognitive symptoms and to enhance cognitive functioning. Managing symptoms presents a number of intense intellectual challenges so need to do more of the work during the period when cognitive abilities are at their best. Analyzing experiences, developing and rehearsing strategies has to take place during period of peak functioning.

At Last…… Theory of Mind TH

ANK Y

OU A

LL!!

!

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Cognitive development

Health & Medicine

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