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Developmental Psychology Graham Scott

Developmental Psychology Graham Scott. How do children work?. Early Theories 18 th Century Empiricists: Adults in training. Nativists: Adults in miniature. Jean Piaget (1896-1980). First to suggest that children see the world differently to adults.

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Developmental Psychology Graham Scott

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  1. Developmental PsychologyGraham Scott

  2. How do children work? • Early Theories • 18th Century Empiricists: • Adults in training. • Nativists: • Adults in miniature.

  3. Jean Piaget (1896-1980) • First to suggest that children see the world differently to adults. • First to develop methods to investigate this. • First to offer a systematic theoretical account of the process of mental growth.

  4. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years

  5. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years • Stage 2: preoperational period • 2 – 7 years

  6. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years • Stage 2: preoperational period • 2 – 7 years • Stage 3: concrete operations • 7 – 11 years • Stage 4: formal operations • 11 years +

  7. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years • Stage 2: preoperational period • 2 – 7 years • Stage 3: concrete operations • 7 – 11 years • Stage 4: formal operations • 11 years +

  8. Object Permanence • For infants, ‘Out of sight, out of existence’.

  9. Object Permanence

  10. Object Permanence • For infants, ‘Out of sight, out of existence’. • 8 months – infants start to reach for a hidden toy.

  11. Object Permanence • For infants, ‘Out of sight, out of existence’. • 8 months – infants start to reach for a hidden toy. • A-not-B effect.

  12. The A-not-B effect

  13. Object Permanence • For infants, ‘Out of sight, out of existence’. • 8 months – infants start to reach for a hidden toy. • A-not-B effect • The child still doesn’t understand that the object’s existence is entirely independent of his own actions.

  14. Object Permanence • For infants, ‘Out of sight, out of existence’. • 8 months – infants start to reach for a hidden toy. • A-not-B effect • The child still doesn’t understand that the object’s existence is entirely independent of his own actions. • Understanding that objects exist on their own is a major accomplishment of the sensory-motor period.

  15. Sensory-motor Schemas • Infants start life with only a few reactions, and think of the world in terms of these reactions.

  16. Sensory-motor Schemas • Infants start life with only a few reactions, and think of the world in terms of these reactions. • Piaget claimed 2 processes were responsible for all cognitive development: • Assimilation: children use the mental schemas they have to interpret the environment. • Accommodation: schemas change as the child gains experience of the world.

  17. Beginnings of Representational Thought • 18-24 months: children begin to conceive of objects which aren’t immediately present.

  18. Beginnings of Representational Thought • 18-24 months: children begin to conceive of objects which aren’t immediately present. • Goes hand-in-hand with object permanence.

  19. Beginnings of Representational Thought • 18-24 months: children begin to conceive of objects which aren’t immediately present. • Goes hand-in-hand with object permanence. • Where is the evidence?

  20. Beginnings of Representational Thought • 18-24 months: children begin to conceive of objects which aren’t immediately present. • Goes hand-in-hand with object permanence. • Where is the evidence? At 18 months: • Annoyance if toy is not in expected hiding place.

  21. Beginnings of Representational Thought • 18-24 months: children begin to conceive of objects which aren’t immediately present. • Goes hand-in-hand with object permanence. • Where is the evidence? At 18 months: • Annoyance if toy is not in expected hiding place. • Deferred imitation.

  22. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years • Stage 2: preoperational period • 2 – 7 years • Stage 3: concrete operations • 7 – 11 years • Stage 4: formal operations • 11 years +

  23. Failure of Conservation • Conservation of Quantity.

  24. Failure of Conservation

  25. Failure of Conservation

  26. Failure of Conservation

  27. Failure of Conservation • Conservation of Quantity. • Conservation of number.

  28. Failure of Conservation

  29. Failure of Conservation • Conservation of Quantity. • Conservation of number. • Why the errors? • Inability to interrelate the different dimensions of a situation.

  30. Failure of Conservation • Conservation of Quantity. • Conservation of number. • Why the errors? • Inability to interrelate the different dimensions of a situation. • Egocentrism.

  31. Egocentrism

  32. Piaget’s Theory of Cognitive Development • Stage 1: sensory-motor intelligence • Birth – 2 years • Stage 2: preoperational period • 2 – 7 years • Stage 3: concrete operations • 7 – 11 years • Stage 4: formal operations • 11 years +

  33. Concrete and Formal Operations • Children can now transform their own mental representations to solve all the problems we have discussed.

  34. Concrete and Formal Operations • Children can now transform their own mental representations to solve all the problems we have discussed. • But they still lack in abstract thinking.

  35. Concrete and Formal Operations • Children can now transform their own mental representations to solve all the problems we have discussed. • But they still lack in abstract thinking. • E.g., they know: • 4 + 1 = odd, 6 + 1 = odd, and 8 + 1 = odd, but fail to see the pattern.

  36. Concrete and Formal Operations • Children can now transform their own mental representations to solve all the problems we have discussed. • But they still lack in abstract thinking. • E.g., they know: • 4 + 1 = odd, 6 + 1 = odd, and 8 + 1 = odd, but fail to see the pattern. • The pendulum problem.

  37. What Piaget Accomplished • Influenced the way people think about intellectual growth. • Discovered phenomena. • Provided insight. • But his findings have been challenged . . .

  38. Space and Objects in Infancy • The visual cliff

  39. The Visual Cliff

  40. Space and Objects in Infancy • The visual cliff • The effect of occlusion

  41. The Effect of Occlusion

  42. Space and Objects in Infancy • The visual cliff • The effect of occlusion • Habituation procedure

  43. The Effect of Occlusion

  44. Space and Objects in Infancy • The visual cliff • The effect of occlusion • Habituation procedure • Knowing about objects

  45. Knowing About Objects

  46. Space and Objects in Infancy • The visual cliff • The effect of occlusion • Habituation procedure • Knowing about objects • Object permanence and the search process

  47. Space and Objects in Infancy

  48. Number in Infancy • Piaget argued that children had no concept of number, but . . .

  49. Number in Infancy • Piaget argued that children had no concept of number, but . . . • Habituation showed they grasped the concept of ‘threeness’.

  50. Number in Infancy Number in Infancy

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