cognitive+development+theorists+notes

Swiss Cognitive Theorist. Published first work at age 10, Earned PhD at 22 in Natural Science. Worked for Alfred Binet at 25 (developer of first IQ test) Noticed that younger children got the same questions wrong, this led to the development of cognitive stages.
 * Cognitive Development Theorists Notes**
 * Jean Piaget (1896 - 1980)**

__Organization Schema__ - the mental framework for understanding or acting on the environment __Adaptation__ - the process of adjustment that enables people to function more effectively in meeting the demands they face in the environment __Assimilation__ - the process of incorporating new objects or situations into existing schema __Accommodation__ - the process of creating new schemas or modifying existing ones to account for new objects or experiences

When a child learns the word for dog, they start to call all four-legged animals dogs. This is assimilation. People around them will say, no, that's not a dog, it's a cat. The schema for dog then gets modified to restrict it to only certain four-legged animals. That is accommodation.

__Sensorimotor Stage__: Birth to 2 years __Object permanence__: “peek-a-boo”
 * 4 Stages of Cognitive Development**

__Preoperational Stage__: 2 to 7 years __Symbolic representation__: learning language- words represent ideas and objects __Egocentric__: only able to see things from one’s own perspective __Animistic thinking__: giving personality traits to objects that do not have emotions __Irreversibility__: not getting “all squares are rectangles, but not all rectangles are squares” __Centration__: not seeing the forest for the trees, unable to grasp the larger picture __Conservation__: understanding that quantity remains constant regardless of appearance __Concrete Operational Stage:__ 7 - 11 years

Learning to grasp “If A is greater than B and B is greater than C, is A greater than C?” __Formal Operational:__ not everyone gets there…but college helps. (how can your HS help?) Able to think abstractly-create hypothetical situations and play it out in one’s mind. Can argue a position pro or con, regardless of personal belief Fatal Flaw: Piaget only studied white middle class kids, other cultures spend less or more time in each stage depending on societal expectations and values placed on different skills.

Children born as blank slates- adults teach kids everything, writing on that slate. __Zone of Proximal Development__- the range between what skills are currently mastered and those that are learnable at this point with assistance. Not too much to learn, not too little. __Scaffolding__- providing assistance to learners based upon where they are in their learning.
 * Vygotsky-** How do children learn to socialize? Interact with other humans…

__Imaginary audience__- assuming that all eyes are on you. __Personal fable__-common belief that one’s feelings are so unique and strong, that others cannot possibly understand. False sense of invulnerability.
 * Elkind-** Adolescents are __egocentric__.

Pre-Conventional Morality || Stage 1: Punishment-Obedience Physical consequences of an action determine its goodness or badness regardless of the human meaning or value of these consequences. Concern is for: The consequences of actions Example: If I hit my sister, my mom will ground me. I won’t hit my sister. Heinz - should steal the drugs to avoid being blamed if she dies shouldn’t steal the drug because if he gets caught, he could be thrown in jail. || Base decisions on the perceived consequences of behavior. Who is found in this stage? children || Stage 2: Instrumental Relativist Right action is “that which satisfies one’s own needs and occasionally the needs of others.” Marketplace orientation—reciprocity is not a matter of principle (loyalty, gratitude, or justice) but instead of being pragmatic. Concern is for: the persons needs or interests Example: Aladdin stole a loaf of bread because he was hungry Heinz - should steal the drug because he needs his wife and his wife may die without it -should not steal the drug because he would be sent to prison and his wife would die anyway. || Conventional Morality || Stage “3: Good Boy - Nice Girl” Good behavior is that which pleases or helps others and is approved by them. Conformity to stereotypical images of what is majority or “natural” behavior. Behavior is often judged by intention. One earns approval by being “nice.” Concern is for: the need to be perceived by other as good. Example: I would not hurt people because I’m a good person Heinz- should steal drug because people would lose respect got Heinz if he didn’t at least try to save his wife by stealing the drug shouldn’t steal the drug because if he did others would see him as a criminal and that is shameful || Based decisions on conformity with conventional rules of right and wrong. Who is found in this stage? || Stage 4: Law and Order Right action consists in doing one’s duty, showing respect for authority, and maintaining the given social order for its own sake. Society is a system of fixed rule, law, and authority which prevents social chaos. View is, No group is above the law. (Human) Law is the highest good. Concern is for: order. the structure of society
 * Kohlberg’s Theory of Moral Reasoning** (note that these are not age specific, anyone can be anywhere on these levels, but usually they go in order from 1 on)
 * Level One:
 * Why “Pre-Conventional”?
 * Level Two:
 * Why “Conventional”?

Example: I should not hurt someone because it is against the law and if people disregard the laws it will be chaos Heinz - must steal the drug because he has a duty to protect his wife. People need to do their duty even if they might get punished for it. People should not be permitted to break the law under any circumstances. The law must be respected. || Post-Conventional Morality || Stage 5: Social Contract Orientation Right action tends to be defined in terms of general individual rights and standards that have been examined and agreed upon by the whole society, with an emphasis on the possibility of __changing the law if rational consideration__ of social utility (i.e.”the public interest”) suggests change. Right action protects individual rights according to rules agreed upon by the “whole” society. Human laws may be fallible. Concern is for: society
 * Level Three:

Example:Heinz -While laws should be obeyed to maintain order in society, an exception should be made in Heinz’s case because a law should not take precedence over protecting a human life. || Reasoners apply their own moral standards or principles rather than relying on those of authority figures or blindly adhering to social rules or conventions. Who is found in this stage? || Stage 6: Universal Ethical Principle Right is defined by the decision of a conscience in accord with self-chosen ethical principles appealing to logical comprehensiveness, universality, and consistency. These principles are abstract and ethical—principles of justice, human rights, and respect for the dignity of human beings as individual persons. Natural Law overrides human law. Concern is for: morality and human life
 * Why “Post-Conventional”?

Example: Ghandi and Civil Disobedience Heinz would be morally wrong not to steal the drug because it would violate his belief in the absolute value of human life Sometimes doing what we believe is right requires personal sacrifice. If Heinz truly feels that stealing is worse than letting his wife die, he must not steal the drug. ||