The document outlines a workshop on cognitive development in adolescent psychology, highlighting the study's objectives and the fundamental aspects of cognitive development, including Piaget's stages. It discusses various factors influencing cognitive growth and educational implications, emphasizing the importance of effective teaching strategies. Additionally, it covers information processing, decision-making skills, and practical approaches to support children's development.

1. ALLAMA IQBAL OPEN
UNIVERSITY, ISLAMABAD
ONLINE WORKSHOP
COGNITIVE DEVELOPMENT
IN
ADOLESCENT PSYCHOLOGY
CC 8653
Presented by:
Ch. M. Ashraf
m.ashraf0919@gmail.com
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2. ADOLESCENT PSYCHOLOGY
2
By:
Ch.
M.Ashraf
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UNIT-3
COGNITIVE DEVELOPMENT

3. OBJECTIVES
After learning this unit, the students can be able to
understand:
• Define cognitive development
• Describe the nature and aspects of cognitive development
• Outline the various factors affecting C.D
• Describe the role of cognitive development in behavioral
changes
• Describe changes
• Describe Piaget’s formal operations and its various
characteristics
• Explain information processing and decision making 3
By:
Ch.
M.Ashraf
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4. INTRODUCTION
Cognitive development is the study of childhood
neurological and psychological development which is assessed
on the level of conception, perception, information processing
and language as an indicator of brain development. In this unit
we will study basic concepts related to cognitive development
like nature, aspects of C.D. factors affecting C.D, educational
implications, Piagets’ stages of C.D, information processing and
decision making.
4
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Ch.
M.Ashraf
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5. NATURE OF COGNITIVE DEVELOPMENT
Cognitive development involves mental process –
attending, observing, perceiving, thinking, reasoning, problem
solving etc. Mental development is a continuous process.
Maturation and learning process affect mental development.
5
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6. ASPECTS OF COGNITIVE DEVELOPMENT
1. Sensation and Perception
2. Concept Formation
Combination of both generalization and discrimination, from concrete to
abstract, vague to clear etc.
3. Development of Language
This includes speech, vocabulary, length of response etc. from words to
sentences
4. Development of Memory
It increases due to maturation and experiences
 1st year – through sensory stimuli
 Two years – stronger for persons / objects than for situation.
 3 to 6 year – situations become significant factors; emotional quality of
impressions enhances memory in the later period it develops more
logically. Continue ……
6
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7. ASPECTS OF COGNITIVE DEVELOPMENT
5. Development of Problem-Solving Ability
This ability develops with the development of thinking and reasoning.
Dealing with things from concrete to abstract. This tendency develops
due to maturation and learning.
7
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8. FACTORS AFFECTING COGNITIVE GROWTH AND
DEVELOPMENT
1. Hereditary and Environment
2. Maturation and Learning
8
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9. IMPLICATIONS OF COGNITIVE DEVELOPMENT IN EDU.
1. It helps the teacher in selection of curricular and co-curricular
experiences
2. Helpful in managing learning situations, teaching techniques,
teaching aids etc.
3. Helpful in bringing appropriate books related to intellectual
growth.
9
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10. COGNITIVE DEVELOPMENT AND BEHAVIOURAL
CHANGES
Piaget’s Theory of Cognitive Development
1. Sensorimotor Stage (0-2 Years)
(major characteristics and developmental changes) – sensation,
sucking, grasping, looking, listening etc.
2. Pre-Operational Stage (2-7 Years)
Use of words and pictures to represent objects, egocentric nature,
understanding of concrete things.
3. Concrete Operational Stage (7-11 Years)
Logical thinking about concrete events, concept of conservation,
more logical and organized and then specific information to a
general principle. Continue …… 10
By:
Ch.
M.Ashraf
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11. COGNITIVE DEVELOPMENT AND BEHAVIOURAL
CHANGES
4. Formal Operational Stage (11 To Onwards)
a. Thinking becomes hypothetical
b. Abstract thought emerges
c. Theoretical and abstract reasoning – philosophical, moral,
social, political etc
d. From general to specific
11
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12. COGNITIVE DEVELOPMENT AND BEHAVIOURAL
CHANGES
❖ How the Children Learn?
a. Schemas
Schemas include a category of knowledge and the process of
obtaining that knowledge. New information is used to modify,
add to, or change previously existing schemas.
b. Assimilation
The process of taking in new information into our already
existing schemas is called assimilation.
Continue ……
12
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13. COGNITIVE DEVELOPMENT AND BEHAVIOURAL
CHANGES
c. Accommodation
It involves modifying existing schemas, or ideas, as a result of
new information / experiences. New schemas may also be
developed during this process.
d. Equilibration
Balance between assimilation and accommodation achieved
through a mechanism is called equilibration. It is important to
maintain a balance between applying previous knowledge
(assimilation) and changing behavior to account for new
knowledge (accommodation). 13
By:
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14. PIAGET’S FORMAL OPERATIONS
o This lays stress on “how we come to know”
o “abstract symbolic reasoning”. He was not interested in right or
wrong answer but what forms of logic and reasoning the child
used.
o He concluded that intellectual development is the result of
interaction of heredity and environment.
o Intellectual development affects social, emotional, moral aspect
etc.
Continue ……
14
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15. PIAGET’S FORMAL OPERATIONS
2.Cognitive School Of Thought
(in 1960s behaviourism to cognitivism – thinking, memory,
knowing, problem solving etc) Learning is a change in a
learner’s schemata.
3.Piaget’s Formal Operations
This includes abstract concepts – logical thought, deductive
reasoning etc.
15
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Ch.
M.Ashraf
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16. PIAGET’S FORMAL OPERATIONS
4. Characteristics of Formal Operational Stage
“Form” In Formal Operations:
In concrete operations child follows the content of an argument,
the formal operations the child can fallow its form –
appreciation and interpretation of a moral story, metaphor etc.
Abstract Thinking
o Mental actions on objects in case of concrete operational
children
o Mental actions on ideas in case of formal operational
children. Continue ……
16
By:
Ch.
M.Ashraf
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17. PIAGET’S FORMAL OPERATIONS
Consequences of Abstract Thoughts
A new form of egocentrism: The inability to distinguish the abstract
perspectives of self from other.
Imaginary Audience
Reasoning Ability (ability to formulate and test hypotheses)
Logic
It involves hypothetical situation and is often required in science and
Maths.
Continue …… 17
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18. PIAGET’S FORMAL OPERATIONS
Real vs Possible
Here construction of reality becomes more precise and an
awareness of gaps in understanding emerges. These gaps are
filled with tentative hypothesis about what might be true.
Systematic Problem Solving
Operations on Operations
(more than one way to get to the solution) 18
By:
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M.Ashraf
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19. PIAGET’S FORMAL OPERATIONS
IMPLICATIONS FOR EDUCATION
o Piaget recommends twin process of assimilation and
accommodation.
o The children need to explore, to manipulate, to experiment,
to question and to search out answers – activity is essential.
o Children should communicate with one another.
o Instructions should be individualized.
o The teachers are to guide and stimulate the students.
o The students are to discover new knowledge on the basic of
experiences.
19
By:
Ch.
M.Ashraf
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20. INFORMATION PROCESSING AND DECISION MAKING
Information Processing
Focus of the Information Processing Approach
Encoding and representation, strategies, automation and
generalization. Some theorists also add an executive function
that develops in order to monitor, select and organize the
processes that are applied to the information.
• Effects of Knowledge on The Information Processing System
• Analyzing Task Performance
• Comparing Piagetion and Information Processing
Approaches
20
By:
Ch.
M.Ashraf
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Telegram:
https://t.me/duhdra

21. INFORMATION PROCESSING AND DECISION MAKING
Information Processing
❖ Steps In Information Processing
• Perception and Attention
• Memory
• Problem-Solving
• Metacognition
• The Child’s Theory of Mind
• Knowledge about the Self, the Task and Strategies
Continue ……
21
By:
Ch.
M.Ashraf
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Telegram:
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22. INFORMATION PROCESSING AND DECISION MAKING
Information Processing
❖ Steps In Information Processing (Continued ……)
• Metacognition and School Performance
• Decision Making
• How Discoing-Making Skills Develop?
• Helping Children to Make Good Decisions
22
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Ch.
M.Ashraf
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Telegram:
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23. INFORMATION PROCESSING AND DECISION MAKING
Information Processing
❖ Keys To Supporting Children’s Decision-Making Skills
• Provide Chances to Practice
• Support for Autonomy
• Require Responsibility
• Teach Values
23
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24. 24
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COGNITIVE DEVELOPMENT

25. HUMAN DEVELOPMENT AND LEARNING
THEORIES REGARDING INTELLECTUAL DEVELOPMENT
25
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