Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Cognitive
and Motor
Development
Cognitive
Development
Motor
Development
Objectives
Describe Piagets Theory of Cognitive
Development.
Sensorimotor
Preoperations
Concrete Operations
Formal Operations
Postformal Operations
1896-1980
Age/Period of
Occurrence
Birth to 2 years
Preoperational
2 to 7 years
Early to mid-adolescence
11 to 12 years
Piagets Theory
Adaptation
Cognitive development occurs thorugh
this process
Adjusting to the demands of the
environment and intellectualizing those
adjustments
Two facets of adaptation
Assimilation
Accommodation
Piagets Theory
Assimilation
Piagets Theory
Accommodation
Adjustments or modifications in the thinking
process that will become a part of a childs
new cognitive repetoire.
Child accommodates new information
Child is unable to grasp the ball with one
hand.
He accommodates by using two hands or
adapting the one-handed grasp.
Age of Occurrence
1.
Exercise of reflexes
Birth to 1 month
2.
1 to 4 months
3.
4 to 8 months
4.
Secondary schemata
8 to 12 months
5.
12 to 18 months
6.
18 to 24 months
4 months - 8 months
Continuation of primary circular reactions but
incorporation of more enduring behaviors
Example: Banging pots and pans
Integration of vision, hearing, grasping and
movement behaviors
Example: See rattle. Reach rattle. Shake rattle.
Imitation behaviors
No permanence
Example: Remove object. Object is gone.
Object Permanence
http://hk.youtube.com/watch?v=BFUIn
SY2CeY&feature=related
dynamicgraphics/Jupiterimages
(c) Photodisc
Early Childhood ~
Preoperational Stage
Substage
Age of Occurrence
1. Preconceptual
2 to 4 years
2. Intuitive
4 to 7 years
PRECONCEPTUAL
Flawed thinking
Transductive reasoning
INTUITIVE
Reduced egocentrism
Incapable of conservation
Conservation
http://hk.youtube.com/watch?v=YtLE
WVu815o&feature=related
Later Childhood ~
Concrete Operational Stage
7-11 years
Begins when child gains ability to conserve
Later Childhood ~
Concrete Operational Stage
Reversibility
Reversibility
Later Childhood ~
Concrete Operational Stage
Seriation
Ability to arrange a set of variables by a
certain characteristic
Example: Recognize height can determine
position in a game of basketball
Later Childhood ~
Formal Operational Stage
Begins at 11-12 years
Able to consider ideas that are not based
on observable objects or experiences
Abstract ideas are possible
Never achieved by many individuals
Formal Operations
http://hk.youtube.com/watch?v=lw36
PpYPPZM&feature=related
Later Childhood ~
Formal Operational Stage
Interpropositional thought
Allows child to relate one or more parts of a
proposition or situation to another part to
arrive at a solution to a problem.
Applicable to complex movement
Example: Position of two players represents
onset of a particular play. Ability to read
interrelationship (i.e., possible movement
pattern) facilitates better counter play.
Later Childhood ~
Formal Operational Stage
Hypothetical-deductive reasoning
A problem-solving style that allows child to
choose between possible solutions and
then pick the best one
Aids in emotional development and
emerging values
Example: Child ponders, Do I follow the
crowd or do I want to fit in?
Adulthood ~ Theories of
Intellectual Development
Intellectual decline occur with age.
When, how much, why, what???
Adulthood ~ Theories of
Intellectual Development
TOTAL INTELLECTUAL DECLINE
Traditional view of aging
Gradual, consistent, pervasive decline in
overall intellectual ability throughout
adult years
Lacks strong scientific support today
Studies partially backing this theory
Studies using Welchsler Adult Intelligence
Scale (WAIS)
Seattle Longitudinal Study
Adulthood ~ Theories ~
Intellectual Development
WAIS Wechsler Adult Intelligence Scale
11 components of intellectual ability
6 verbal, 5 performance
Adulthood ~ Theories ~
Intellectual Development
Seattle Longitudinal Study (1956-)
Participants: 5000+ participants aged 25 to 88
Measurement: 6 primary mental abilities
meaningful in daily work and life
Results:
Performance increased until late 30s or early 40s
Performance plateaued by mid 50s to early 60s
Declines began in late 60s
More decline when process was less central part of life
By age 88, all participants showed decline in at least one
intelligence ability, but none showed in all abilities
Adulthood ~ Theories ~
Intellectual Development
PARTIAL INTELLECTUAL DECLINE
Widely accepted theory
Intellectual decline occurs in some
areas and not others
Much research support
Adulthood ~ Theories ~
Intellectual Development
Contextual perspective
Culture
Self-fulfilling prophesy
Knowledge base
Other factors
Adulthood ~ Theories ~
Intellectual Development
Biological changes influence decline
Neural activation slows
Less efficient circulatory system
Adulthood ~ Theories ~
Intellectual Development
Type of memory influences decline
Implicit memory
Unintentional, automatic, without awareness
Tested without adult being aware of being tested
Develops until adulthood and shows no decline
Explicit memory
Deliberate and effortful
Tested by traditional tests of recall or recognition
Develops until adulthood but then shows decline
Adulthood ~ Theories ~
Intellectual Development
Time of learning influences memory
decline
Information learned early in life is easier to
retrieve
Information learned in later life more
susceptible to age-related decline
Adulthood ~ Theories ~
Intellectual Development
Time parameters influence decline
Decreased performance in timed tasks
Older adults respond more slowly
Decline in speed of processing information
is well-documented
Adulthood ~ Theories ~
Intellectual Development
there are no simple rules about
when age differences in
memory will and will not occur,
and if they do, whether
differences will be small,
modest, or large
(Zacks et al., 2000)
RECOMMENDATIONS
Knowledge Development
and Sport Performance
How do children become experts athletes?
Knowledge Development
and Sport Performance
Two types of knowledge
Declarative knowledge
Factual information
What to do
Found in a novice performer
Procedural knowledge
Production system
How to do something
Found in an expert performer
2007 McGraw-Hill Higher Education. All rights reserved.
Knowledge Development
and Sport Performance
French & Thomas, 1987
Purpose: Examine relationship between knowledge
development, skill development, and expertise.
Method: 8-12 year old basketball players of varied skills;
multiple instruments
Conclusion: Children learn what to do (i.e.
declarative knowledge) before they acquire the
physical skills to carry out their strategic plan
successfully (i.e. how to do it procedural
knowledge).
Ongoing Research: Best combination of motor and
cognitive instruction at what stages.