3. •For a child to learn something
new, needs repetition on the
average 8 times.
•For a child to unlearn an old
behaviour and replace it with
new, needs repetition on the
average 28 times.
•20 of those to eliminate old behaviour and 8
times to learn the new behaviour.
4. Development is driven by the process of
equilibration.
Equilibration encompasses
Assimilation (Transforming information so that
it fits within their existing thinking. )
Accommodation (Adapt thinking to incoming
information.)
Schemas (Describes both the mental and
physical actions involved in understanding and
knowledge; also includes both categories of
knowledge and the process of obtaining that
knowledge. )
5. Satisfied with their mode of thought and
therefore are in a state of equilibrium.
Then, become aware of the shortcomings
in their existing thinking and are
dissatisfied. (in a state of disequilibrium;
experience cognitive conflict.)
Last, adopt a more sophisticated mode of
thought that eliminates the shortcomings
of the old one (reach a more stable
equilibrium.)
6. Basic Principles
Metaphor of child as scientist
Children are naturally curious and create
theories about how the world works
Schemas are mental structures or
concepts in the child’s mind
In assimilation, new experiences are
readily incorporated into existing theories
In accommodation, existing theories are
modified based on experience
7. Basic Principles
Assimilation and accommodation are
usually in balance, or equilibrium
When balance is upset, children
reorganize their theories to restore
equilibrium, a process Piaget called
equilibration
Process results in qualitatively different
and more advanced theories
8. Basic Principles
Children periodically reach a point where
their theories are wrong most of the time
and so they must reorganize thinking
about the social and physical worlds
Three reorganizations of theories lead to
four stages of cognitive development
Piaget believed all children pass through
stages in same order
9. 1. Stages of Cognitive
Development
The sensorimotor stage spans from birth
to approximately 2 years of age
Begins with reflexive responding and
ends with using symbols
Object permanence: understanding that
objects exist independently
10. Sub stages of Sensorimotor stage
Reflexes 1 0 Circular 2 0 Circular Coordinatio 3 0 Circular Early
(0-1 reactions reactions n of Reactions Representational
month) (1-4 months) (4-8 months) reactions (12 – 18 thoughts (18-24
months)
(8 - 12 months)
months)
Reflexes Involves Begins to Shows Begin a period Develop symbols
such as coordinating intentionally clearly of trail and to represent
sucking sensation & repeat an intentional error events or objects.
experimentation Understand the
and new schema. action in actions. May
.Try out world through
rooting order to also combine different sounds mental
trigger a schemas to or actions to get operations rather
response in achieve attention. than purely
the desired through actions.
environment effect.
Explore
surrounding
& imitate the
observed
behaviour.
11. 2. Stages of Cognitive
Development
Preoperational stage spans ages 2 to 7
years
Children use symbols but there are many
errors in thinking
Egocentrism
Centration
Confuse appearance and reality
14. 3. Stages of
Cognitive Development
Concrete operational stage spans ages 7
to 11 years
Thinking based on mental operations
(strategies and rules that make thinking
more systematic and powerful)
Operations can be reversed
Focus on the real and concrete, not the
abstract
15. Concrete Operations
Gain a better understanding of mental
operations, think logically about concrete
events, difficulty understanding abstract
or hypothetical concepts. Fairly good at
using inductive logic but difficulty using
deductive logic.
16. 4. Stages of
Cognitive Development
Formal operational stage spans from
roughly age 11 to adulthood
Adolescents can think hypothetically
Use deductive reasoning to draw
appropriate conclusions from facts
17. Formal operational stage
Logic: Abstract Problem
Deductive logic
becomes
Thought: solving:
Tend to think very
important, concretely, ability The ability to
involves to think about systematically solve a
hypothetical abstract problem in a logical
situations and is concepts, intend to and methodical way.
often required in relying on previous Cognitive
Science & experiences & development are often
begin to consider able to quickly plan an
Mathematics. possible outcomes
organized approach to
and consequences
of actions. solving a problem.
18. Areas to improve individual
processing capabilities.
We will focus on three broad areas
and concentrate on:
•Mental Workload.
•Training.
•Managing errors.
19. Strategies to maximize cognitive
function in daily life
Strategy 1: Respect the Complexity of everyday
Task.
Recognize and respect the cognitive demands of
the cognitive task. Everyday tasks can make
many complicated cognitive demands , and have
to recognize and respect the demands before you
can begin to look at the effects of cognitive
symptoms accurately , and begin to compensate
for them.
20. Strategies to maximize cognitive
function in daily life
Strategy 2: Stay Conscious of Cognitive
Functioning (well or poor).
If one can learn to assess cognitive abilities, may
be able to recognize when they will start to fade
and must do something to restore them to an
effective level. This will allow to keep negative
effects to a minimum. Its possible to develop
techniques to enhance cognitive abilities which
can be effective during cognitive symptoms.
21. Strategies to maximize cognitive
function in daily life
Strategy 3: Make the most of good period.
There are lot of things to deal with cognitive
symptoms and to enhance cognitive functioning.
Managing symptoms presents a number of
intense intellectual challenges so need to do more
of the work during the period when cognitive
abilities are at their best. Analyzing
experiences, developing and rehearsing strategies
has to take place during period of peak
