HDF 313 Study Guide - Midterm Guide: Lev Vygotsky, Jean Piaget, Information Processing Theory
23 May 2018
School
Department
Course
Professor
HDF 313 EXAM II REVIEW Spring 2017
Cognitive Development:
• How we grow and change in our ability to think
• The acquisition of knowledge
3 Cognitive Theories:
• Cognitive developmental theory- Jean Piaget
• Socio-cultural theory- Lev Vygotsky
• Information processing theory
Sensations: (Passive)
• Child experiences stimulations of sensory receptors
• Impulse travels to brain
• Examples: hearing, taste, vision, touch, smell, motion
• Input
Perceptions: (Active)
• Interpretation of sensory stimulation giving order and meaning to an event
• Recognition:
• Repeated experience associated with something familiar
• Hearing a voice, language/music/toys Vision
Piaget’s Cognitive-Developmental theory:
• lab packet, 4 distinct stages
• From infancy to adolescence
• The child constructs knowledge from experience and exploration with the
world and people
• Development is ongoing people are always learning
Describe the process of cognitive development according to Piaget:
• Experience real objects which leads to the formation of schema (a discrete
piece of information). With more experience, similar information is assimilated
into existing schemes. Different information is accommodated. This process is
motivated by the child’s need to achieve a state of equilibrium within their
cognitive structures.
STEPS:
• Organization- organizing the schema/pieces of information
• Assimilation- associating the pieces of information with what you already
know, combining the schemas
find more resources at oneclass.com
find more resources at oneclass.com
• Accommodation- applying new things to current knowledge and distinguishing
them from one another (ex: differences between cats and dogs)
• Equilibration- remedying the confusion you experience, the process by which
children balance assimilation and accommodation to create stable
understanding
Name and define Piaget's four stages of cognitive development: Discrete
because he believed they happened abruptly
• Sensorimotor
o No reasoning
o Circular reactions- development of schemes primarily through senses and motor
activities
• Preoperational: 2 up to 7 years (early childhood)
o Gradual acquisition of ability to conserve and decenter
o Being able to think through a process and internally organize the events without
the need for physical cues
• Concrete operational: 7 up to 11 years (middle childhood)
o Capable of operations tied to concrete experiences, not able to generalize
hypothetical situations (LOGIC)
• Formal operational: 11 and up (adolescence/adulthood)
o Able to deal with abstraction from hypotheses, consider possibilities
Developmental period, characteristics and main tasks of the Sensorimotor period:
Sensorimotor has 6 substages:
1. Reflexes
2. Primary circular reactions
3. Secondary circular reactions
4. Coordination of circular reactions
5. Tertiary circular reactions
6. Internalization of schemes
What are circular reactions?
• Chance experience that a baby has with their body. Their body makes a
discovery by accident so they do it repeatedly. (Them kicking their legs and
hitting the mobile, dropping a cup from their highchair→doing it on purpose)
find more resources at oneclass.com
find more resources at oneclass.com
What is Object Permanence?
• When you know something exists even when you don't see it
• Piaget: understanding that objects continue to exist even when they cannot
directly be seen, heard or touched
• Marks the end of sensorimotor period
What marks the end of the sensorimotor period?
• Development of object permanence and symbolic thinking, differed
imitation (imitating something you saw before)
Developmental period, characteristics of the preoperational period:
• Trying to explain why things work/are the way they do
• Base their explanations off of feelings and personal insights
What is the type of reasoning used in this period? (preoperational)
o Intuitive
What is Deferred imitation?
• Imitating something you saw after a time delay of hours or days
Symbolic thinking: how do we see it emerge and progress?
• Definition- The ability to hold an image (idea, memory, or thought) in the
mind (Or internalized or representational thought)
• Begins with pretend (need very real objects)
• Later they do not need an actual object (abstract)
Pretend/Make-believe play (impact on areas of development):
• Expands cognition and social development
• Animism: thinking that things that aren’t alive actually are (Stuffed animals)
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Cognitive development: how we grow and change in our ability to think, the acquisition of knowledge. 3 cognitive theories: cognitive developmental theory- jean piaget, socio-cultural theory- lev vygotsky, information processing theory. Sensations: (passive: child experiences stimulations of sensory receptors, impulse travels to brain, examples: hearing, taste, vision, touch, smell, motion, input. Perceptions: (active: interpretation of sensory stimulation giving order and meaning to an event, recognition, repeated experience associated with something familiar, hearing a voice, language/music/toys vision. Piaget"s cognitive-developmental theory: lab packet, 4 distinct stages, from infancy to adolescence, the child constructs knowledge from experience and exploration with the world and people, development is ongoing people are always learning. Describe the process of cognitive development according to piaget: experience real objects which leads to the formation of schema (a discrete piece of information). With more experience, similar information is assimilated into existing schemes. This process is motivated by the child"s need to achieve a state of equilibrium within their cognitive structures.
