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Chapter 7

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York University
PSYC 2110
Jean Varghese

Chapter 8 Cognitive Development March 12, 2014 Piaget’s Theory of Cognitive Development Genetic Epistemology- the experimental study of the origin of knowledge or in this case development - Piaget had taken large sample sizes of young children and used the clinical method of question and answer technique Intelligence is believed to be the basic life function that helps the organism (or the individual) adapt to its environment (or culture) - It is a form of equilibrium a relationship between one’s thought processes and the environment Cognitive Equilibrium ^ This is the view of an interactionist model mismatches between internal mental schemes (Patterns or actions of behavior) and the external environment stimulate cognitive activity and intellectual growth If Children are to know something- they must be able to construct that knowledge themselves - Children’s own interpretation of reality are based solely on the information that they already have there more immature the child’s cognitive system then the more limited his/her interpretation will be How We Gain Knowledge: Cognitive Processes and Schemes - Schemes is a mental system of patterns that provides us with information about how to view the world a way to create our own interpretations “Interpretations of reality” that is created the adaptation and organization - Cognitive development is the development of schemes Organization the process by which children combine existing schemes into new, more complex ones (working with what you’ve got to create and develop) Ex. Gazing, reaching and grasping reflexes - Piaget believed that children are constantly organizing whatever schemes they have into more complex and adaptive structures Goal of Organization: to promote Adaptation the process of adjusting to the demands of society or the environment (this process occurs through Assimilation and accommodation. Assimilation Accommodation Interpreting new The process of experiences in terms of modifying existing what you already know structures in order to about the worldthe account for new schemes that you experiences. already know. children would modify children will try to adapt what they already know to this new unfamiliar for better accuracy stimulus by making it into something already familiar to them *refer to ex.* • Both assimilation and accommodation work together to promote cognitive growth 1. You would assimilate new experiences 2. accommodating to one’s cognitive structuresand 3. organizing what you already know into more complex schemes Piaget’s Stages of Cognitive Development Chapter 8 Cognitive Development March 12, 2014 - Represents qualitatively different levels of functioning Invariant Developmental Sequence All children would progress though the stages in the same order Table Sensorimotor Stage (0-2years) Substages Methods of Solving Imitation Object Concept Problems Reflex Activity(0- Limited to exercising Assimilating new Tracks objects but 1month) inborn objects in
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