FRHD 2280 Lecture Notes - Lecture 3: Abstraction, Information Processing, Lev Vygotsky

• School: University of Guelph
• Department: Family Relations and Human Development
• Course: FRHD 2280
• Professor: Carol Anne Hendry

Document Summary

Changes in cognitive development proceed in distinct stages (e. g. discontinuous) Ea(cid:272)h pe(cid:396)so(cid:374)"s (cid:272)og(cid:374)iti(cid:448)e a(cid:271)ilities a(cid:396)e o(cid:396)ga(cid:374)ized i(cid:374)to o(cid:374)e (cid:272)ohe(cid:396)e(cid:374)t (cid:373)e(cid:374)tal st(cid:396)u(cid:272)tu(cid:396)e. His approach is known as the cognitive-developmental approach. The driving forces behind development from one stage to the next is maturation. Looked at how children responded to questions and which ones they got wrong. Relates to moral development, social reasoning, abstract concepts. Children seek out information and stimulation in the environment that matches the maturity of their thinking. Assimilation- occurs when new information is altered to fit an existing scheme. Accommodation- entails changing the scheme to adapt to the new information. This stage is pivotal in cognitive development in adolescence. Involves the ability to think scientifically and apply those concepts. Hypothetical-deductive reasoning is the ability to arrive and defend an answer. Think about an example of sarcasm: at what age, do you think sarcasm is understood, adolescence start to understand and use sarcasm.