Second Dimension of Cognitive

Development

Piaget’s Theory of Cognitive Development

Who’s Jean Piaget?

• Jean Piaget was a Swiss psychologist who contributed greatly to the understanding of children's
cognitive development. He was born in 1896 and originally trained as a biologist and
philosopher. Piaget's contribution to psychology was mainly through his observations of
children's cognitive development. One of his famous works is the Theory of Cognitive
Development.

Cognitive Development
• Cognitive development means how children think, explore and figure things out. It is the
development of knowledge, skills, problem solving and dispositions, which help children to
think about and understand the world around them.
• Research shows that children who can distinguish sounds at six months of age are better at
acquiring the skills for learning to read at four and five years of age. To promote your child's
cognitive development, it is important that you actively engage in quality interactions on a daily
basis.

EXAMPLES:
1. Talking with your baby and naming commonly used objects.
2. Letting your baby explore toys and move about.
3. Singing and reading to your baby.

Piaget’s 4 Stages of Cognitive Development

1. Sensorimotor Stage (0–2 Years Old)
• The sensorimotor stage is the earliest in Piaget's theory of cognitive development. During this
initial phase of development, children utilize skills and abilities they were born with (such as
looking, sucking, grasping, and listening) to learn more about the environment.

Sub-stages Of Sensorimotor
• REFLEXES (0-1 month)
• PRIMARY CIRCULAR REACTIONS (1-4 months)
• SECOND CIRCULAR REACTIONS (4-8 months)
• COORDINATION OF REACTIONS (8-12 months)
• TERTIARY CIRCULAR REACTIONS (12-18 months)
• EARLY REPRESENTATIONAL THOUGHT (18-24 months)

2. Pre-operational Stage (2–7 Years Old)

• During this stage, children begin to engage in symbolic play and learn to manipulate symbols.
However, Piaget noted that they do not yet understand concrete logic.

Two Major Characteristics of Sensorimotor Stage

• Egocentrism
• Conservation

3. Concrete Operational Stage

• Children become much more logical in their thinking during this stage of development. It
serves as an important transition between earlier stages of development and the coming stage
where kids will learn how to think more abstractly and hypothetically. Kids at this age become
more logical about concrete and specific things, but they still struggle with abstract ideas.

Four Characteristics of Concrete Operational Stage

• Classification
• Conservation
• Seriation
• Sociocentricity

4. Formal Operational Stage

• Kids can think about abstract and theoretical concepts and use logic to come up with creative
solutions to problems. Skills such as logical thought, deductive reasoning, and systematic
planning also emerge during this stage.

Skills of formal operational stage

• Deductive Logic
• Abstract Thought
• Problem-solving
• Hypothetical-deductive Reasoning

Vygotsky's Theory of Development

Who was Lev Vygotsky ?

• Lev Vygotsky was born in Russia in 1896
• He died at the young age of 37 from tuberculosis.
• Due to his early death, most of his theory were left undeveloped.

About the Theory

• Vygotsky emphasized the influence of culture, peers, and adults on the developing child
• He believed that children will acquire ways of thinking and behaving that make up a culture by
interacting with a more knowledgeable person.
• Theory suggests that social interaction leads to continuous step by step changes in a child's
thought and behaviour that can vary greatly from culture to culture.

Social Development Theory

- The major theme of Vygotsky's theoretical framework is that social interaction plays a
fundamental role in the development of cognition.

Social Interaction:
• Affects the learning process in an individual.
• Creates consciousness and awareness upon the individual.

He believes that young children are curious and actively involved in their own learning and the
discovery and development of new understandings.

Major themes on this Theory

•"Role of Social Interaction in Cognitive Development "
•The More Knowledgeable Other (MKO)
•Zone of Proximal Development (ZPD)
• Scaffolding

1. Role of Social Interaction in Cognitive Development: Language

- Language is the main means by which adults transmits information to children.

Vygotsky believed that language was the most important tool that human could utilize.

2.The More Knowledgeable Other (MKO)

- It refers to anyone who has better understanding or a higher ability level than the learner, with
respect to a particular task, process or concept.

3.Zone of Proximal Development

-This refers to the difference in a child's performance when he or she attempts the problem on his
or her own compared to when an adult or older child provides assistance.
- What children can do on their own is their level of actual development and what they can do
with help is their level of potential development

4. Scaffolding
- Is the assistance by a more skilled person that allows students to complete tasks they cannot do
independently.
- The goal of the educator is for the student to become an independent learner and problem
solver.

When scaffolding, the MKO becomes a supportive tool for the student in the zone of proximal
development.

• It provides support
• It functions as a tool
• It extends the range of the worker
• It allows to accomplish a task otherwise impossible
• It is used selectively, when needed

Information Processing Theory

Is a “group of theoretical frameworks that address
•how human beings receive,
•mentally modify, remember information, On how such cognitive processes change over the
course of development”
(McDevitt & Ormrod. 2004)

Theory that attempts to categorize the way information is recognized, utilized, and stored in the
memory.

This theory recognizes the ability for a person to control what information is processed and the
changes and developments of these abilities.

THE FOUR PILLARS OF THE INFORMATION PROCESSING MODEL

1. Thinking
The process of thinking includes the activities of perception of external stimuli, encoding the
same and storing the data so perceived and encoded in one’s mental recesses.

2. Analysis of stimuli
This is the process by which the encoded stimuli are altered to suit the brain’s cognition and
interpretation process to enable decision making.

3. Situational modification
This is the process by which an individual uses his experience, which is nothing other than a
collection of stored memories, to handle a similar situation in future.

4. Obstacle evaluation
This step maintains that besides the subject’s individual development level, the nature of the
obstacle or problem should also be taken into consideration while evaluating the subject’s
intellectual, problem solving and cognitive acumen.

STRUCTURE OF THE INFORMATION – PROCESSING SYSTEM

1. Sensory Memory
-Information is received through a person’s senses, it comes from the environment around you
(McDevitt & Ormrod, 2004)
Sensory Memory Cont’d

Holds information associated with the senses (e.g., vision, hearing) just long enough for the
information to be processed further (mere seconds).

• filters out much of the world’s potential information

• limited capacity
• seconds before decay
• unconscious

2. Working Memory
STM functions as a temporary working memory, whereby further processing? Is carried out to
make information ready for long-term storage or for a response.

• The working memory will process information for longer periods of time if the person is
actively concentrating on the
Topic.

• Organization
• RehearsalElaboration
• Environmental factors

3. Long-term Memory
Where the information remembered over time is kept; there are many ways that information is
moved from working memory into long term memory.

• Infantile amnesia
• Knowledge base
• Schemas
• Symbols
• Gestures

DIVISION OF LONG TERM MEMORY

- Explicit Memory (declarative)

-includes all of the memories that are available in consciousness.
-these are encoded by the hippocampus, entorhinal cortex, and perirhinal cortex, but consolidated
and stored elsewhere.

- Episodic Memory
Episodic memory refers to memory for specific events in time, as well as supporting their
formation and retrieval. Some examples of episodic memory would be remembering someone’s
name and what happened at your last interaction with each other.

- Semantic Memory
Semantic memory refers to knowledge about factual information, such as the meaning of words.
Semantic memory is independent information such as information remembered for a test.

Schema/Schemata
Proposition
Program
Model

- Autobiographical Memory
Autobiographical memory refers to knowledge about events and personal experiences from an
individual’s own life

- Implicit Memory (Procedural Memory)

Procedural memory involves memories of body movement and how to use objects in the
environment. How to drive a car or use a computer are examples of procedural memories.

- Priming
Priming is an implicit memory effect in which exposure to a stimulus influences a response to a
later stimulus. It can occur following perceptual, semantic, or conceptual stimulus repetition.

Processes that keep information “alive” or help transfer it from one memory stage to the next:

1. Attention
2. Rehearsal
3. Chunking
4. Encoding
5. Retrieval
6. Recall
7. Recognition

Intelligence Theory

Intelligence
- The concept of multiple intelligences is a theory proposed by Harvard psychologist
Howard Gardner.
- When you hear the word intelligence, the concept of IQ testing may immediately come to
mind.
- Intelligence is often defined as our intellectual potential; something we are born with,
something that can be measured, and a capacity that is difficult to change.

Eight Intelligences according to Gardner;

1. Visual-Spatial Intelligence
- People who are strong in visual-spatial intelligence are good at
visualizing things.
- These individuals are often good with directions as well as maps, charts,
videos, and pictures.
Strengths
Visual and spatial judgement
Characteristics
People with visual-spatial intelligence:
• Read and write for enjoyment
• Are good at putting puzzles together
• Enjoy drawing, painting, and the visual arts
• Recognize patterns easily
Potential Career Choices
- If you’re strong in visual-spatial intelligence, good career choices for you
are:
• Architect
• Artist
• Engineer

2. Linguistic-Verbal Intelligence
- People who are strong in linguistic-verbal intelligence are able to use
words well, both when writing and speaking.
- These individuals are typically very good at writing stories, memorizing
information, and reading.

Strengths
Words, language and writing
Characteristics
People with linguistic-verbal intelligence:
• Remember written and spoken information
• Enjoy reading and writing
• Debate or give persuasive speeches
• Are able to explain things well
• Use humor when telling stories
Potential Career Choices
If you’re strong in linguistic-verbal intelligence, good career choices for
you are:
• Writer/journalist
• Lawyer
 • Teacher

3. Logical-Mathematical Intelligence
- People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems.
- These individuals tend to think conceptually about numbers, relationships, and patterns.
Strengths
Analyzing problems and mathematical operations
Characteristics
People with logical-mathematical intelligence:
• Have excellent problem-solving skills
• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complx computations
Potential Career Choices
If you’re strong in logical-mathematical intelligence, good career choices for you are:
• Scientist
• Mathematician
• Computer programmer
• Engineer
• Accountant

4. Bodily-Kinesthetic Intelligence
- Those who have high bodily-kinesthetic intelligence are said to be good at body movement,
performing actions, and physical control.
- People who are strong in this area tend to have excellent hand-eye coordination and dexterity.
Strengths
Physical movement, motor control
Characteristics
People with bodily-kinesthetic intelligence:
• Are skilled at dancing and sports
• Enjoy creating things with his or her hands
• Have excellent physical coordination
• Remember by doing, rather than hearing or seeing
Potential Career Choices
If you’re strong in bodily-kinesthetic intelligence, good career choices for you are:
• Craftsperson
• Dancer
• Builder
• Surgeon
• Sculptor
• Actor

5.Musical Intelligence

- People who have strong musical Intelligence are good at thinking in patterns, rhythms,
and sounds.
- They have a strong appreciation for music and are often good at musical composition
and performance.

Strengths
Rhythm and music

Characteristics
People with musical Intelligence:
• Enjoy singing and playing musical instruments
• Recognize musical patterns and tones easily
• Remember songs and melodies
• Have a rich understanding of musical structure, rhythm and notes.

Potential Career Choices

If you're strong in musical intelligence, good career choices for you are:
• Musician
• Composer
• Singer
• Music Teacher
• Conductor

6. Interpersonal Intelligence
- Those who have strong interpersonal intelligence are good at understanding and
interacting with other people.
- These individuals are skilled at assessing the emotions, motivations, desires, and
intentions of those around them.

Strengths
Understanding and relating to other people

Characteristics
People with interpersonal intelligence:
• Communicate well verbally
• Are skilled at non verbal communication
• See situations from different perspectives
• Create positive relationship with others
• Resolves conflicts in group settings

Potential Career Choices

If you're strong in interpersonal intelligence, good career choices for you are:
• Psychologist
• Philosopher
• Counselor
• Salesperson
• Politician

7.Intrapersonal Intelligence

- Individuals who are strong in intrapersonal intelligence are good at being aware of their
own emotional states, feelings, and motivations.
- They tend to enjoy self-reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal strengths.
Strengths
Introspection and self-reflection

Characteristics
Peopel with intrapersonal intelligence:
• Analyze their strengths and weaknesses well
• Enjoy analyzing theories and ideas
• Have excellent self-awareness
• Understand the basis for his or her own motivations and feelings

Potential Career Choices

If you're strong in intrapersonal intelligence, good career choices for you are:
• Philosopher
• Writer
• Theorist
 • Scientist

8.Naturalistic Intelligence

- Naturalistic is the most recent addition to Gardner's theory and has been met with more
resistance than his original seven intelligences.
- According to Gardner, individuals who are high in this type of intelligence are more
tune with nature and are often interested in nurturing, exploring the environment, and
learning about other species.
- These individuals are said to be highly aware of even subtle changes to their
environments.

Strengths
Finding patterns and relationships to nature

Characteristics
People with naturalistic intelligence:
• Are interested in subjects such as botany, biology, and zoology
• Categorize and catalog information easily
• Enjoy camping, gardening, hiking and exploring the outdoors
• Dislikes learning unfamiliar topics that have no connection to nature

Potential Career Choices

If you're strong in naturalistic intelligence, good career choices for you are:
• Biologist
• Conservationist
• Gardener
• Farmer

Keep in Mind
The theory of multiple intelligences is important because it allows us to think about different
types of mental strengths and abilities. Learning more about which types of intelligence you lean
towards may help you learn to recignize your own preferences. However, it shouldn’t be used as
a tool to label and should not be confused with learning styles.