cognitive development
Cognitive development is the development of how changes happen n the ways we learn and think as we grow older. Scientists study, measure and compare the ways that children think and the way adults think. For example, we know that adults know more than children, and that children and adults think about the same things in different ways.
piaget's stages of cognitive development
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Piaget developed four stages of cognitive development:
1. Sensorimotor Stage
This stage occurs from birth to two years. Piaget described this stage as infants understanding the world through their senses. The information they take in through their sight, smell, taste, touch, and hearing are the basis for how they comprehend the things happening around them.
2. Preoperational Stage
This stage occurs from age two to age seven. Piaget described this stage as children not thinking logically, and their thinking revolving around themselves. Children are not yet capable to take others into consideration.
3. Stage of Concrete Operations
This stage occurs from age seven to age twelve. Piaget described this stage as children having the capability to think logically, but only in the simplest ways. Children are not yet able to think abstractly.
4. Stage of Formal Operations
This last stage occurs from age twelve to anywhere older. Piaget described this stage as children and adolescents now being able to think logically in both a concrete and abstract fashion.
1. Sensorimotor Stage
This stage occurs from birth to two years. Piaget described this stage as infants understanding the world through their senses. The information they take in through their sight, smell, taste, touch, and hearing are the basis for how they comprehend the things happening around them.
2. Preoperational Stage
This stage occurs from age two to age seven. Piaget described this stage as children not thinking logically, and their thinking revolving around themselves. Children are not yet capable to take others into consideration.
3. Stage of Concrete Operations
This stage occurs from age seven to age twelve. Piaget described this stage as children having the capability to think logically, but only in the simplest ways. Children are not yet able to think abstractly.
4. Stage of Formal Operations
This last stage occurs from age twelve to anywhere older. Piaget described this stage as children and adolescents now being able to think logically in both a concrete and abstract fashion.
Some ideas and theories
The theory of core knowledge is the theory that humans are born with knowledge already in their brains. Researchers are not certain what this knowledge is, but some ideas are our understanding of movement, nature of number, and spatial relationships.
Lev Vygotsky proposed an idea titled the Zone of Proximal Development (ZPD). This was a term coined to describe the difference of what a child can do on their own versus what they can only accomplish with assistance.
The theory of information processing is a theory designed to show how we absorb information, remember it, think about it, and how these things are coordinated.
The theory of information processing is a theory designed to show how we absorb information, remember it, think about it, and how these things are coordinated.
attention
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IN INFANCY
Infants are more interested and will pay more attention to something they have never seen before. This makes it likely that babies will learn more and more about the world around them the more new things they are exposed to. On the contrary, infants will stop paying attention, or lose interest in something that they are familiar with. For example, a loud clock may bother someone at first, but if the clock is in a place that the person spends a lot of time in, like a bedroom, eventually the noise will fade out as they find something new to pay attention to. It has been proven that infants that grow bored quickly have higher intelligence later on in life.
IN CHILDHOOD
As children grow up, it is seen that there are some children that can sit still and pay attention, and some children who view this as torture. Attention skills have been linked to different kinds of parenting and even different kinds of economic statuses.
Processing speed is something that doesn't just affect children's cognitive function, but is something that is soething that begins to really increase throughout childhood. Processing speed is the rate at which we can comprehend and perform cognitive tasks.
Automaticity is the process that occurs when skills have been practiced so well and so often that one can eventually perform the skill without much conscious thought. For example, holding a pencil the correct way is something that children are taught to do, over and over and over. Eventually, as the child grows, they "automatically" pick the pencil up the right way because it's something that has been practiced daily.
Infants are more interested and will pay more attention to something they have never seen before. This makes it likely that babies will learn more and more about the world around them the more new things they are exposed to. On the contrary, infants will stop paying attention, or lose interest in something that they are familiar with. For example, a loud clock may bother someone at first, but if the clock is in a place that the person spends a lot of time in, like a bedroom, eventually the noise will fade out as they find something new to pay attention to. It has been proven that infants that grow bored quickly have higher intelligence later on in life.
IN CHILDHOOD
As children grow up, it is seen that there are some children that can sit still and pay attention, and some children who view this as torture. Attention skills have been linked to different kinds of parenting and even different kinds of economic statuses.
Processing speed is something that doesn't just affect children's cognitive function, but is something that is soething that begins to really increase throughout childhood. Processing speed is the rate at which we can comprehend and perform cognitive tasks.
Automaticity is the process that occurs when skills have been practiced so well and so often that one can eventually perform the skill without much conscious thought. For example, holding a pencil the correct way is something that children are taught to do, over and over and over. Eventually, as the child grows, they "automatically" pick the pencil up the right way because it's something that has been practiced daily.
memory
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Infants are unable to use language to communicate or to encode and recall things that have happened to them. Babies do have memories that do not require the knowledge of language. This nonverbal memory is something that is difficult to recall once we begin to develop our language skills, which causes infantile amnesia, when we can't remember things that have happened to us before the age of three.
Once language is developed, children begin encoding their memories to bring information to long-term memory so that they can recall things later on.
METACOGNITION - the ability to think about one's own thoughts and monitor their own thoughts. To think about thinking.
METAMEMORY - the ability to understand how memory works, what a memory is, and how to use it in a way that benefits oneself.
Once language is developed, children begin encoding their memories to bring information to long-term memory so that they can recall things later on.
METACOGNITION - the ability to think about one's own thoughts and monitor their own thoughts. To think about thinking.
METAMEMORY - the ability to understand how memory works, what a memory is, and how to use it in a way that benefits oneself.