Freud - ontogeny of personality Piaget - ontogeny of intelligence

Freud - ontogeny of personality

Piaget - ontogeny of intelligence• Development of intelligence (vs.

measurment)

• Schema: unit of organization of knowledge

• Schemata are undergoing constant revision

THEORETICAL CONSTRUCTS

Schema: Structure that adapts• Organization of knowledge changes

with experiences.

• Relationships between schema change.

• The basic unit of knowledge.

THEORETICAL CONSTRUCTS (con’t.)

Schemata change continuously by:• Adaptation: modification of schemas by experience

• Assimilation: quantitative enrichment (generalization), e.g. calling a goat a “doggie.”

• Accommodation: qualitative enrichment (discrimination), e.g. calling a goat a “goat.”

• Equilibrium: process whereby schemata minimize conflict between assimilation (responding to new stimulus in old way) and accommodation (changing response in accordance with demands of new input).

SCHEMA OF SUCKING REFLEX

At birth:• turning of the head when cheek is stimulated

• opening mouth when lips are stimulated

• sucking when inside of mouth is stimulated

• swallowing when liquid reaches throat

SCHEMA OF SUCKING REFLEX (con’t.)

After a few weeks:

• Searching for the breast when child is against mother's body

• Sucking movements in anticipation of feeding

• Non-nutritive thumb sucking

• Sucking on spoons and blocks

DEVELOPMENT OF IMITATIVE SCHEMATA

• Pseudo-imitation: Parent imitates child who continues activity in question

• Partial imitation: Parent opens and closes eyes. Child only opens eyes.

• Full imitation: Child attempts to perform all features of activities modeled by adult, e.g., dancing, athletics.

STAGES OF COGNITIVE GROWTH

Shift from here and now to abstract reflection about the world.• Sensory-Motor Period: (0-2 years)

– Integration of sensory information, separate motor movements

• Preoperational Period: (2-7 years)– Development of representational strategies

• Concrete Operational Period: (7-11 years)– Emergence of specific problem solving skills

• Formal Operational Period: ( 11 years and onward)

– Emergence of general problem solving skills

SENSORY-MOTOR PERIOD

William James: "bloomin, buzzin, confusion"

• Unintegrated sensations and movements

• No object constancy– no distinction between stable and changing objects. – no object permanence. Has to learn to search for a

previously present object.

• No (or poor) differentiation of self from others.

Cognitive development at end of Sensory-Motor

period:• Object permanence

• Complex instrumental behavior

• Simple imitation

• Ability to generate images

• Beginnings of language

• Representational Ability: Child could previously interact with environment only through direct sensory contact; now she can carry aspects of world in her head.

Pre-operational Period (con’t.)

• Ego-centric thought

• Can only take one point of view

• Cannot represent a series of actions, e.g. draw a map of route to store

• No conservation (length, liquid volume, solid volume)– Can’t say “clay is thinner but wider”

• Animistic view of world– Cloud, streams, bicycles are alive– Walls, trees, tables are not

• Name of a thing an intrinsic property (cf. Romeo: “a rose by any other name would smell as sweet”)

Pre-operational Period• Pre-operational intelligence is intuitive in the sense that child

cannot make logical statements

• Begins to look at world symbolically, e.g., a cardboard box, can function as a “house;” dolls, as a “family.”

• No operations - Child responds solely on basis of perceptions and representations (as highly organized as they might be)

• Child can only respond to one dimension at a time (that which it perceives)

• No concept of class - e.g. individual dog vs. all dogs

• Magical demonstrations convincing - child a prisoner of its immediate perceptual experience.

• Moral judgements cannot allow for intent

CONCRETE OPERATIONAL PERIOD

• Child cannot grasp logical operations.

• Child understands concrete (but not abstract) rules that apply to specific situations.

• Concrete child can:

– adopt perspective of viewer– alternate thoughts about two or more dimensions of

an object– understand conservation of length, volume, etc.– sort by category (concretely, not abstractly)

Formal operations

• Child generates hypotheses

• Can think about thinking

• Concerned with beliefs - values

• Can argue "if A is true, then B must follow."

• Can argue “other things being equal”

EGOCENTRIC THOUGHT

What does the doll see?

CONSERVATION OF AMOUNT

• Which container has more marbles?

• Which blob has more clay?

Which row has more pennies?

Are both sticks the same length?

Do both blobs have the same amount of clay?

CONCEPTUAL ABILITY

• Put together those items that are alike.

Concrete Vs. Formal Operations

Conservation of Liquid

Logical Operations

“Sticks in Order”