DL - Cognitive Development Across the Lifespan Lesson
Learning Targets:
- Describe the developmental stages of a child's mind, comparing Piaget's theories with contemporary research findings.
- Discuss Vygotsky's perspective on the cognitive development of children.
- Define and describe the concept of developing a theory of mind.
- Analyze adolescent and moral development through the lens of Piaget's theories and subsequent research.
- Examine how memory evolves throughout the aging process.
Courtesy of the AP psychology course and exam description, effective fall 2024. (n.d.). Links to an external site.
Cognitive Development in Infancy and Childhood
As children grow physically, they also grow mentally and in their ability to think. Cognition is the ability to think, reason, and remember. It was initially thought that children were just miniature versions of adults. This idea was challenged by Jean Piaget, who provided us with the most influential theory of cognitive development. Piaget was a Swiss psychologist (although initially trained as a biologist) who noticed that children taking the accepted IQ tests of the 1920s often got many answers wrong in similar ways. He also noticed that the cute things they say are attempts at making sense of the world. He believed that children are active thinkers rather than just passive observers of the world around them.
Piaget's theory begins with his hypothesis that children and adults have different schemas for the world around them. A schema is a concept or framework that organizes and interprets the information we gather through experience. When we try to understand new or different objects, we apply them to schemas we already have. Incorporating new experiences into a preexisting schema is called assimilation. When we change our schema to fit the characteristics of a new object, we are using what is called accommodation. Accommodation and assimilation produce intellectual growth.
According to Piaget, a child's development depends on the maturation of the nervous system and their experiences. He believes that children progress through four distinct phases.
|
Stage |
Image for each Stage | Age | Description |
|---|---|---|---|
| Sensorimotor Stage |
0-2 years |
Acquire knowledge about the world through actions that allow them to experience and manipulate objects. Infants expand knowledge by reaching, grasping, pulling, and pouring. Key Feature: Object Permanence (the understanding that an object continues to exist even when it can no longer be seen) is not present at first but does develop in this stage. If an object is removed from sight, the child believes it ceases to exist until this develops (around 9 months of age). |
|
| Preoperational Stage |
2-7 years |
The preoperational stage is identified more by cognitive tasks children cannot perform, such as conservation and reversibility, and by those they exhibit, such as animism and egocentrism. During this stage, children also begin to develop a theory of mind, beginning to use words to communicate and represent ideas. Fantasy and imagination are used during play. |
|
| Concrete Operational Stage |
|
7-11 years |
At this stage, the child becomes capable of actual thought. They can demonstrate the concept of conservation (the principle that Piaget believed to be a part of concrete operational reasoning, that properties such as mass, volume, and number remain the same despite changes in the forms of objects) and have learned to think logically. Mental operations can be reversed, and they can think about items simultaneously. |
| Formal Operational Stage |
|
11 years on... |
The formal operational stage spans from late childhood into adulthood. During this stage, individuals acquire the ability to think abstractly and hypothetically. Piaget suggested that only some reach the level of formal operational thinking. |
For a more in-depth explanation of Piaget's Stages, please take a moment to view the video below.
As Piaget is an important developmental theorist, please take a moment to test your knowledge of his stages of development.
Understanding Vygotsky's Influence on Children's Cognitive Development
Lev Vygotsky believed that social interactions and cultural context play a crucial role in shaping cognitive development. According to his sociocultural theory, learning and development take place through interactions with others, with more knowledgeable individuals acting as guides. Vygotsky's concept of the "zone of proximal development" highlights the importance of challenging learners beyond their current abilities to foster cognitive growth. Vygotsky emphasized social interactions and collaborative learning, which greatly influenced his theories. For example, like Piaget, he studied how children think and learn, particularly focusing on how the mind evolves through interaction with the physical environment. Vygotsky stressed the significance of the social-cultural environment in the child's cognitive development, providing scaffolding to support learners in developing higher-level thinking skills. Language, as identified by Vygotsky, serves as a foundational element for thinking processes.
Understanding Theory of Mind
Theory of mind refers to the ability individuals have to understand their own mental states as well as those of others. This encompasses being able to recognize and interpret feelings, perceptions, thoughts, and the possible actions that may result from them. Developing theory of mind is essential as it allows us to navigate social interactions, anticipate the behaviors of others, and empathize with different perspectives.
Theory of mind typically begins to develop in early childhood, around the age of 2 to 3 years old. This is when children start to understand that others have beliefs, desires, and intentions that may differ from their own. As they grow older, their theory of mind continues to mature and become more complex, allowing them to better navigate social situations and understand the behaviors of others.
Exploring Adolescent Cognitive and Moral Development
In adolescent cognitive and moral development, Piaget and subsequent researchers have shed light on intriguing aspects of the teenage years. During this period, egocentrism remains prevalent as individuals tend to focus primarily on themselves, while their reasoning is largely self-centered. An example of this is when teens start to envision what others might be thinking about them, forming an imaginary audience in their minds. It is crucial for teenagers to realize that most people are preoccupied with their own lives and concerns, rather than dwelling on the perceived flaws and mishaps of others. Furthermore, adolescents often cultivate a sense of uniqueness and invincibility, encapsulated in a personal fable where they believe that certain events and circumstances are exclusive to them and could never happen to anyone else. This phase of development is vital for teenagers as they navigate the complexities of societal interactions and self-perception.
Understanding How Memory Changes with Age
As individuals grow older, they experience changes in their memory and cognitive abilities. One key aspect is that crystallized intelligence, which involves knowledge and skills acquired over time, tends to remain relatively stable throughout adulthood. On the other hand, fluid intelligence, which involves problem-solving and reasoning abilities, often declines with age. Additionally, adults may face cognitive disorders such as dementia, which can significantly impact memory and other mental functions. Understanding these changes in memory with age is crucial for appreciating the complexities of the human brain as it matures and ages.
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