GROUP 2

MEMBERS
GONZALES, AM.
MALABANAN, I.
COGNITIVE DEVELOPMENT
A. Cognitive development theories
1. Piaget
2. Vygotsky
B. Intelligence and individual differences
1. Concept of intelligence (Binet)
2. General Intelligence (Spearman)
3. Primary Mental Abilities (Thurstone)
4. Multiple Intelligence (Gardner)
5. Triachic Theory of intelligence (Sternberg)
6. Cognitive Information processing theory (Atkinson and Shiffrin)
C. Factors affecting cognitive development
D. Language development (cognitive)
E. Factors affecting cognitive and Language Development
F. Current Research and Pedagogical Application in Cognitive Development
Piaget's Theory of Cognitive Development
Jean Piaget (1896-1980 )
Born: August 9,1896, Switzerland

Died: September 16,1980

Parents: Eldest son of Arthur Piaget and Rebecca Jackson

Education: Received Ph.D. from University of Neuchatel in 1918

Wife: Married to Valentine Chatenay in 1923

Children: 3 children namely Jacqueline and laurent whose intellectual development from infancy
to language was studied by Piaget.
 INTRODUCTION
• Jean Piaget ( 1896- 1980 ) was one of the 20th century's most influential
researchers in the area of development psychology.

• He administered Binet's IQ test in Paris and observed that children's

answers were qualitatively different.

• He believes that the child's cognitive structure increases with the

development
 What is Cognition?

• The term cognition is derived from the Latin word

"Cognoscere" which means " to know" or "recognise" or " to
conceptualise"

• Cognition is " the mental action or process of acquiring

knowledge and understanding through thought, experience, and
the senses"
 Key Concepts
SCHEMA: Schema is an internal representation of the world.

ASSIMILATION: It is using an existing schema to deal with a new object or

situation.

ACCOMMODATION: This happens when the existing schema (knowledge)

does not work and needs to be change to deal with a new object or situation.

EQUILIBRATION: Piaget believed that cognitive development did not

progress at a steady rate, but rather in leaps and bounds.
 The Four Stages Of Development

Piaget's Cognitive Development

SENSORIMOTOR STAGE
( Birth to 2 years )

PREOPERATIONAL STAGE
( 2-7 years )

CONCRETE OPERATIONAL STAGE

( 7-12 years )

FORMAL OPERATIONAL STAGE

( 12 years & above )
 The Sensorimotor Stage (Birth to 2 yrs)
· Infancy- Infants construct an understanding of the world by coordinating
sensory experiences (seeing, hearing) with motor actions (reaching,
touching)

. Develop Object Permanence (memory) - Realize that objects exist even if

they are out of sight

. Infants progress from reflexive, instinctual actions at birth to the beginning

of problem solving (intellectual) and symbolic abilities (language) toward the
end of this stage.
 Preoperational Stage (2-7 yrs)
-Toddler and Early Childhood
This stage begins when the child starts to use symbols and language. This is a period of developing
language and concepts. So, the child is capable of more complex mental representations (i.e, words and
images). He is still unable to use 'operations', i.e,logical mental rules, such as rules of arithmetic. This
stage is further divided into 2 sub-stages

.Preconceptual stage (2-4 years): Increased use of verbal representation but speech is egocentric.
The child uses symbols to stand for actions; a toy doll stands for a real baby or the child role plays
mummy or daddy

. Intuitive stage (4-7 years): Speech becomes more social, less egocentric. Here the child base
their knowledge on what they feel or sense to be true, yet they cannot explain the underlying principles
behind what they feel or sense.
 The following are the key features of this stage
: Egocentrism: The child's thoughts and communications are typically egocentric (i.e,
about themselves or their own point of view). Eg.: "if i can't see you, you also can't see
me". It is the inability to see the world from anyone else's eyes. It is well explained by
Piaget as Three Mountain Task.

. Animism: Treating inanimate objects as living ones. Eg.: children dressing and feeding
their dolls as if they are alive.

. Concentration: The process of concentrating on one limited aspect of a stimulus and

ignoring other aspects. It is noticed in Conservation. Conservation on the other hand is
the knowledge that quantity is unrelated to the arrangement and physical appearance of
objects. Children at this stage are unaware of conseravtion.
 Concrete Operational Stage (7-12 yrs)

-Childhood and Early Adolescence

The concrete operational stage is characterized by the appropriate use of logic. Important processes
during this stage are:

- Seriation: The ability to sort objects in an order according to size, shape or any other characterstic.
Eg.: if given different-sized objects, they may place them accordingly.

-Transitivity: The ability to recognize logical relationships among elements in a serial order. Eg.: if A is
taller than B and B is taller than C, then A must be taller than C.

- Classification: The ability to group objects together on the basis of common features. The child also
begins to get the idea that one set can include another. Eg.: there is a class of objects called dogs. There is
also a class called animals. But all dogs are also animals, so the class of animals includes that of dogs.
-Decentring: The ability to take multiple adpects of a situation into account. Eg.: the child
will no longer perceive an exceptionally- wide but short cup to contain less than a
normally-wide, taller cup.

-Reversibility: The child understands that numbers or objects can be changed, then
returned to their original state. Eg.: the child will rapidly determine that if 4+4-8 then 8-4-
4, the original quantity.

-Conservation: Understanding that the quantity, length or number of items is unrelated to

the arrangement or appearance of the object or item.

- Elimination of Egocentrism: The ability to view things from another's perspective.

-The child performs operations: combining, separating. multiplying, repeating, dividing

etc
 Formal Operational Stage (12 yrs & above)
-Adolscence and Adulthood
-The thought becomes increasingly flexible and abstract, i.e, can carry out systematic experiments.

-The ability to systematically solve a problem in a logical and methodological way.

-Understands that nothing is absolute; everything is relative.

-Develops skills such as logical thought, deductive reasoning as well as inductive reasoning and sytematic
planning etc.

-Understands that the rules of any game or social system are developed by a man by mutual agreement
and hence could be changed or modified. .

-The child's way of thinking is at its most advanced, although the knowledge it has to work with, will
change.
 Vygotsky Theory Of Cognitive Development
Lev Vygotsky (1896- 1934)

Born: November 5, 1896, Western Russia

Died: June 11,1934

Parents: Simkha / Cecelia Vygotsky

Education: First educated as lawyer at the Moscow University.

 VYGOTSKY BELIEVES THAT
• The child is viewed as an active seeker of knowledge.

• The child and environment interact together enabling cognitive development in

a culturally adaptive way.

• The child is born with basic attentional and memory capacities.

• Development occurs as a direct result of contact with the environment.

• Children must speak to themselves in a self guiding and directing way-

initially aloud and later internally
• Self- Regulation- Development involves the internalization of sign acquired by an
individual from others so that he can solve problems by himself.

• Zone of Proximal Development - refers to the tasks a child is unable to complete

alone, but is able to complete with the assistance of an adult.

- The teacher gives a learning experiences for a specific child at a level just beyond his /
her current level of performance.

• Scaffolding- In order for a child to learn new concepts or skills the teacher must
provide scaffolds for the learning experience.

- Like scaffolding on a building, supports are withdrawn as individual competence

develops. Scaffolding may include physical presence and prompts along with more
specific metacognitive strategies.
 Intelligence and individual differences
1. Concept of intelligence (Binet)
2.General Intelligence (Spearman)
3. Primary Mental Abilities (Thurstone)
4.Multiple Intelligences (Gardner)
5. Triachic Theory of intelligence (Sternberg)
6.Cognitive Information processing theory (Atkinson and Shiffrin)
 Alfred Binet
Binet developed the 1st test to classify children's mental ability

• Used the concept of mental age

- what a person of a particular age should know and be able to do - MA

. Different than a child's chronological age - CA

Assumed that...

- intellectual abilities grew year by year and some kids would struggle within their age group and be
behind other kids

- was worried that his test would be used to label some kids "backward" and limit opportunities because of
their intelligence level.
 Wilhelm Stern and Computing Intelligence

Devised the IQ- intelligence quotient

- an easy to interpret number used to express a person performance on a mental test

Mental age/ chronological age x 100 = Intelligence quotient

MA/CA x 100 = IQ

IQ EXAMPLES

. A 8 year old has a mental age of has mental age of 10 what is here IQ ( 125 )

.A 12 years old has the mental age of 9, what is his IQ ( 75 )

 Problems with the IQ Formula

It doesn't always work well on adults of different ages

-Leveling-off Process
- Mental age levels off but CA does not

For example: if a 60 year old man does as well as an average 30 year old
then his IQ would be 50!!!!!! That makes no sense!!!!!
 Lewis Terman:

American Idea of IQ Testing

Translated Binet's test for use in America

- Stanford-Binet Intelligence Test

Established a way to compare individuals scores with those of the general population

Terman's beliefs were often used to set early governmental policy on immigration
 David Wechsler's IQ Test

Wechsler Intelligence Scales

-the most widely used IQ tests today

Two important innovations

- Different tests for different age groups
-preschool (WPPSI), school children (WISC), and adults (WAIS)

Separate scores for verbal and nonverbal abilities (Subtests)

-Verbal - vocab., math, and similar skills
- Nonverbal - tasks such as assembly of objects and pictorial recognition
-allowed for examination of weaknesses and strengths of test taker
 Charles Spearmen's "G"

One type of intelligence that allows people to do well on mental tests "G" - general
intelligence

Observed that if people did well on one intelligence test or specific parts of a test, they
generally did well on others

"S" - specific abilities

Eventually developed into what we now know as your "IQ"

 How did Spearman discover his "G"

By using a process called

-FACTOR ANALYSIS

- A statistical procedure that identified groups of test items that were

related on a IQ test

. - For example.. if you did well on an analogy question You probably

would do well on all language comprehension questions
 Thurstone's 7" Primary Mental Abilities

-Didn't believe that one factor (g) could account for all intelligence

7 primary mental abilities

Numerical Ability
Verbal Comprehension
Memory
Spatial Relations
Verbal Fluency
Inductive Reasoning
Perceptual Speed
 Howard Gardner's
Multiple Intelligences

Disagreed with the concept of "G"

- Believed intelligence was like ice cream

- Called multiple intelligences
Vary from person to person People can be high in one type but low in
others or have a combination of intelligences Huge educational influence
 Robert Sternberg's
Triarchic (3 parts)
Theory of Intelligence

Said intelligence had 3 parts that come together to meet daily demands

1. Analytical Intelligence

2. Practical Intelligence

3. Creative Intelligence
 Analytic Intelligence

Analyzing, comparing, evaluating, solving

- Often the intelligence stressed at school and on conventional IQ tests

Practical Intelligence

-"Common Sense" type of intelligence

- Maybe a "street smarts" intelligence
-The ability to apply what we know to everyday life

Creative Intelligence
Creating, inventing and designing
- Intelligence that allows people to adapt and produce new ideas and solutions to problems
- Sternberg thought... We need all three to be successful in life Believed we need to modify IQ tests to
measure all 3 parts
Atkinson and Shiffrin’s information processing theory (1968 )
The Atkinson–Shiffrin model (also known as the multi-store model or modal model) is a
model of memory proposed in 1968 by Richard Atkinson and Richard Shiffrin. The model
asserts that human memory has three separate components:

i. a sensory register, where sensory information enters memory,

ii. a short-term store, also called working memory or short-term memory, which receives
and holds input from both the sensory register and the long-term store, and

iii. a long-term store, where information which has been rehearsed (explained below) in the
short-term store is held indefinitely.
 FACTORS AFFECTING COGNITIVE DEVELOPMENT

COGNITIVE DEVELOPMENT

Cognitive development is the construction of thought processes including remembering,

problem solving and decision making from childhood through adolescence to adult.

TWO MAJOR FACTORS

BIOLOGICAL FACTORS ENVIRONMENTAL FACTORS

- Intelligence - Learning opportunities

- Heredity - Economic status
- Nutritional factors - Family and Society
- Maturational - Play
 BIOLOGICAL FACTORS
A. INTELLIGENCE
- It has been seen that cognitive development of intelligent children is better. Children with low
Intelligence Quotient are not able to receive stimuli from the environment properly, thus their cognitive
development logs behind.Intelligence affects all mental capacities.

B. HEREDITY
- Cognitive development is also influenced by the hereditary traits; one gets from his parents. Their
development is similar to their parents cognitive development.

C. NATURITIONAL FACTORS
- According to research women who do not consume enough amounts of protein during their
pregnancies ruin their children's chances of cognitive development. This is because proteins play an
important role in the development of the brain.

D. MATURATION
As the child gets matured he gets more interactive with his environment. For a good cognitive
development interaction with environment is very necessary which the child does with the help of his
mental and motor maturation. They help directly in the development of cognition.
 ENVIRONMENT FACTORS

A. LEARNING OPPORTUNITY
-The opportunity a child gets to learn affects the cognitive development. The more opportunities he gets the
better is the cognition, because he will be able to add to his mental capacities by learning through these
opportunities.

B. ECONOMIC STATUS
-Economic state of the family also helps in the development of cognition. Children from better economic status
get more opportunities and better training and it helps in cognitive development.

C. FAMILY AND SOCIETY

-Children who interact frequently with other people tend to become brighter and gain confidence as compared to
those who relate with less people.

D. PLAY
- Play is an essential aspect of cognitive development. Scientists recommend that children be exposed to toys
to help build their cognitive abilities, such as recognizing numbers and letters.
 LANGUAGE DEVELOPMENT ( COGNITIVE )

LEARNING LANGUAGE
 Need to be to communicate
- To understand the world
- To function in the world
 Language unites people
 Talking and listening
 Literacy – reading and writing
 Literature- the art form that uses
 Significant accomplishment of early childhood
 All children learn language in all culture at about the same time
 Caught, not taught
 Language is tool
- Communication
- Self Expression
- Learning
 LANGUAGE DEVELOPMENT FOUNDATIONS

 From babbling at six months to full sentence by the end of three

 Newborns prefer
- Sounds of their mother's voices
- The language spoken by their mother during pregnancy
 Motherese or Parentese
- Infant- directed speech
- Sing- song rhythm

DEVELOPING LANGUAGE

 Preverbal infants communicate through

- Eye contact
- Facial expression
- Gestures
- Sounds
 Infants understand the social processes involved in communication
- Learn turn- taking behavior
- Learn back and forth conversation- like responses

LANGUAGE FOUNDATIONS

 Receptive language

- The developing ability to understand words and increasingly complex utterances.

 Expressive Language

- The developing ability to produce the sounds of language and use vocabulary and
increasingly complex utterances.
 PERCEPTUAL PROCESSES AND LANGUAGE
DEVELOPMENT

 Infants develop ability to perceive intersensory relations in auditory visual events

 Experience effects language development

 Infants perceptual and perceptual- motor system are altered by linguistic experience

 Phonetic experience change through native- language patterns.

 Factors affecting cognitive and language development

1. Motivation
- Is the child being forced to learn, or do they want to learn the language?
 When a child understands the importance of understanding a language and can see how it directly applies
to their life, they learn faster. We’ve found that a contextual, theme-based curriculum can help get
students more excited to dive into language learning.

2. Support at Home
- Is another language spoken at the child’s home? What’s their exposure level to different languages?
 We’ve found that exposure is an important factor in language comprehension and acquisition. If a child’s
family only speaks one language, are they able to provide help when the student needs it? It also matters
how much value parents place in learning an additional language.
3. Prior Linguistic Knowledge
- Is the language they’re learning their first foreign language?
 Once a child has studied and acquired a language, their skill at learning another will increase.

4. Learning Environment
- How does the child feel in the classroom?
 Another key factor is how comfortable students feel in their language learning environment.

5. Teaching Strategies
- How is the language taught?
 The strategies a language teacher uses have a big impact on language learning.

6. Comprehensible Input
- How attainable does the language feel to the student?
 Linguist Stephen Krashen is known for developing the input hypothesis of second-language
acquisition. In this context, the titular “input” is the language curriculum.
7. Student Personality
- Is the student introverted or extroverted?
 A student’s personality can affect how they learn a second language. More introverted students have
been shown to take longer to acquire a language because they’re more hesitant to make mistakes.

8. Age
- How old is a student when they start learning a foreign language?
 While students of all ages can learn a foreign language, there is consensus that certain aspects are
affected by the age of the learner.

9. Comfort in their Country of Residence

- How happy are students in the country where they are studying a language?
 A final factor in language learning is the child’s comfort in the current country of residence
1.it plays a key role in influencing the cognitive development of an individual.
To ensure proper cognitive development in children, a motivating and
encouraging environment is necessary.

2-4 Give 3 theory of intelligence

5-9 give 5 factors that affects cognitive and language development?

10. The construction of thought processes including remembering, problem

solving and decision making from childhood through adolescence to adult.