This article is within the scope of WikiProject Psychology, a collaborative effort to improve the coverage of Psychology on Wikipedia. If you would like to participate, please visit the project page, where you can join the discussion and see a list of open tasks.PsychologyWikipedia:WikiProject PsychologyTemplate:WikiProject Psychologypsychology articles
Agreed as long as we keep the picture of the cute two year old. :) Charles (Kznf) 18:21, July 19, 2005 (UTC)
But what about Post-Piagetian schools of thoughts? "Cognitive development" should stand for all current theories, possibly including the development of the nervous systems, and the "Theory of cognitive development" for Piaget's theory only, shouldn't it? Or is there any other article where all theories could be summarized? Another Wikipedian20:48, 29 August 2005 (UTC)[reply]
I can see how this article is just a weaker version of the article on Piagetian Theory of Cognitive Development. However, given that my textbook lists more than just Piaget's theory under cognitive development I think that instead of merging, this article should be improved. Why do I cite my textbook? I tend to believe that if the field itself feels that a heading is more general than Wiki currently shows it to be, it's the Wiki that needs correcting. --Some Psyc Major13:53, 13 October 2005 (UTC)[reply]
I did some groundwork to try and make this into a respectable article. Hopefully others can expand. 128.200.138.119 (talk) 23:16, 11 March 2009 (UTC
This discussion is fairly old, but I'm hoping to get some attention to this article soon. I disagree with the merge proposal on the grounds that this article should address theories of cognitive development in overview rather than focusing solely on Piaget (since there's a stand-alone article for that). As Some Psyc Major noted above, there are many theories of cognitive development and all deserve to be addressed under WP:NPOV. MyNameWasTaken (talk) 21:44, 23 January 2012 (UTC)[reply]
It would be interesting to add how the quality or quantity of parents or affection effects cognitive development on young children. CCariaga09 (talk) 01:59, 5 April 2012 (UTC)[reply]
Evaluation for Psych 101
This article needs more than 3 sources. Whorf's hypothesis needs more information then just one line, it needs to be described more. As well as Quine's bootstrapping hypothesis. — Preceding signed comment added by Bbucks (talk • contribs) 19:51, 20 September 2011 (UTC)[reply]
I agree that Whorf's hypothesis needs more information. It does not give enough basic information for the reader to understand the fundamental basis. I think that instead of just Quine's bootstrapping hypothesis, other key bootstrapping mechanisms should be noted. CCariaga09 (talk) 01:55, 5 April 2012 (UTC)[reply]
Fix
From the "Concepts" section down to references it needs work to somehow get multiple sections to be cited by the same source without the source repeating multiple times as can be seen in the "References" section. Also somehow the page number needs to be added as well. — Preceding unsigned comment added by 76.25.178.93 (talk) 22:12, 27 March 2012 (UTC)[reply]
Proposed revision to Piaget's Sensorimotor Stage
Proposed revision to Piaget's Sensorimotor Stage
Sensorimotor Stage:
According to Piaget, the sensorimotor stage starts at birth, and it lasts until 2 years of age. During this stage children’s intelligence is limited to their own actions (Bjorklund, 2012). Children use sensorimotor schemas in infancy. Schemas are knowledge structures in which children represent knowledge (Piaget, 2000). There are six substages to the sensorimotor stage:
1. Basic Reflexes Stage
The first substage is the basic reflexes stage (from birth to 1 month), in which infants use their reflexes that they were born with to interpret their experiences (Bjorklund, 2012). These reflexes include sucking, grasping, eye movements, etc.
2. Primary Circular Reactions Stage
The second substage is the primary circular reactions stage (from 1 to 4 months) in which the infant starts to do repetitive actions that are based on reflexes, such as voluntarily sucking on their thumb (Bjorklund, 2012). The infant may have randomly sucked on their thumb once and then wanted to recreate the experience and eventually would be able to suck their thumb whenever they pleased.
3. Secondary Circular Reactions Stage
The third substage is the secondary circular reactions stage (from 4 to 8 months) in which the infant requires their first adaption of new behaviors. A major difference between primary and secondary circular reactions is that the interesting events are based on reflexes in the primary, and in the secondary the interesting events are found in the external world, such as objects and other people (Bjorklund, 2012). For example, if an infant while throwing a tantrum and waving their arms and legs around hits a toy ball nearby and causes it to roll away across the room then they will become fascinated with the ball rolling away and they will learn to do it again and learn to make the ball roll.
4. Coordination of the Secondary Circular Reactions Stage
The fourth substage is the coordination of the secondary circular reactions (from 8-12 months) in which the infant first begins to have goal-directed behavior. Piaget suggested that one of the most simplest coordinations is the infant moving an obstacle out of the way so that it could retrieve a visible object (Bjorklund, 2012). The infant wanted an object but something was in the way, so the infant moved what was in the way so they could get to the object that they wanted.
5. Tertiary Circular Reactions Stage
The fifth substage is the tertiary circular reactions (from 12-18 months) in which the infant can make subtle alterations in their existing schemes that are directly related to solving a problem. An infant in this stage can solve problems using trial-and-error processes. According to Piaget, the infants intelligence is still limited to physical actions on objects in this stage (Bjorklund, 2012).
6. Invention of New Means Through Mental Combinations
The sixth substage is the Invention of new means through mental combinations (from 18-24 months) in which the infant shows their first sign on mental representation (Bjorklund, 2012). Mental representation is being able to think about objects without directly acting on them. Also, the infant developed symbolic function by this time, which is expressed by language, deferred imitation, gestures, symbolic play, and mental imagery.
The milestone for the sensorimotor stage would be object permanence. A milestone is when a child undergoes a major development or change. Object permanence develops during the last substage and it is the knowledge that objects continue to exist when they are not currently in view (Russell, 1999).
Bjorklund, David F. (2012). Children’s thinking Cognitive Development and Individual
Differences. Wadsworth: Cengage Learning.
Piaget, J. (2000). Piaget's theory. In K. Lee (Ed.) , Childhood cognitive development: The
essential readings (pp. 33-47). Malden: Blackwell Publishing.
Russell, J. (1999). Cognitive development as an executive process—in part: A homeopathic
dose of Piaget. Developmental Science, 2(3), 247-295. doi:10.1111/1467-7687.00072 — Preceding unsigned comment added by SaraBarratt2 (talk • contribs) 23:52, 27 November 2012 (UTC)[reply]
Hi Sara! I hope (and assume) that you will do the references in the Wikipedia way, with <ref></ref> tags. Also, if you use books, you should preferably mention page number. As for upper cases, in Wikipedia we use sentence style for headings, for instance: Invention of new means through mental combinations.
As for the content,
I think the sentence "During this stage children’s intelligence is limited to their own actions" might not be clear for readers.
Could you give a clearer definition of schema?
I see that you have a source, but still - "infants use their reflexes that they were born with to interpret their experiences". Are you sure this is what your source says?? One of the reflexes you mention is sucking. So infants use sucking to interpret their experiences. In what way would sucking help infants to interpret experiences?
in the secondary circular reactions stage, "the infant requires their first adaption of new behaviors". What do you mean, requires?
Could you rewrite this sentence and just make it a bit more clear: "A major difference between primary and secondary circular reactions is that the interesting events are based on reflexes in the primary, and in the secondary the interesting events are found in the external world, such as objects and other people"
"most simplest" is double superlative
In the 6th stage, you need to explain what symbolic function means.
The whole text is a bit wordy. For example: "5. Tertiary Circular Reactions Stage The fifth substage is the tertiary circular reactions" - you both repeat that it is number five and that it is called Tertiary Circular Reactions Stage. I would do it like this:
Proposed Additional Information of the Zone of Proximal Development
The zone of proximal development highlights Vygotsky’s most crucial point in his theory: the interdependence of individuals and culture in cognitive development. There are two levels in the zone of proximal development. The first, the actual level of development achieved by independent problem-solving, is measured by how much the student can learn on his or her own. The second is the potential level of development. This is to be measured dually by the student and teacher. When learning a topic, it is important for the teacher to keep the information within the students’ capability range. Vygotsky's theory has been applied to classrooms in the States, where a teacher guides students through academic tasks, preparing them for the following years of school. In the western hemisphere, where reading and writing are deemed important, and children are at school more than they are at home, children learn from teachers. In traditional societies, children are not separated from parents; they are with their parents most of the day. They can learn while participating in shared cultural activities. These examples exemplify how culture influences what is important and how it should be learned. — Preceding unsigned comment added by Jatie Kane (talk • contribs) 00:44, 29 November 2012 (UTC)[reply]
Proposed revision to syntax and morphology
Existing Paragraph:
Syntax and morphology
__________________________________________________________________________
As syntax began to be studied more closely in the early 20th century, in relation to language learning, it became apparent to linguists, psychologists, and philosophers that knowing a language was not merely a matter of associating words with concepts, but that a critical aspect of language involves knowledge of how to put words together—sentences are usually needed in order to communicate successfully, not just isolated words.[4] When acquiring a language, it is often found that most verbs, such as those in the English language, are irregular verbs. These verbs do not follow specific rules to form the past tense. Young children learn the past tense of verbs individually; however, when they are taught a "rule", such as adding -ed to form the past tense, they begin to exhibit overgeneralization errors (e.g. runned, hitted) as a result of learning these basic syntactical rules that do not apply to all verbs. The child then need to relearn how to apply these past tense rules to the irregular verbs they had previously done correctly.[10]
Revision:
Morphology is defined as the knowledge of word formation or the structure of the word. In the english language words are not the smallest unit, the smallest units of language that still hold meaning are known as a morpheme. There are two types of morphemes, free morphemes and bound morphemes. Free morphemes can appear alone, such as “sat”,” jump”, “dog”, or “happy”. Bound morphemes can not appear alone they can only attach to a free morpheme, and change the meaning of the word. Words such as “dog” (free morpheme) can be joined with “s” (bound morpheme) becoming dogs, making the noun plural. Morphemes can make nouns plural, changing the tense of verbs, and adding suffixes and prefixes. Once a child learns how to use morphemes they use them even when it is not appropriate, such as, “I runned to the store.” At the age of 2 children learn that adding “ed” to verbs makes them plural, which is true but not with irregular verbs. The term overregularization is when you apply rules where they are not appropriate ( Bjorklund). By the age of 3 children learn how to not overregularize (Marcus, 1995; Marcus et al., 1992). John Berko created the “wug test” as a way to test children to see if they understood morphological rules (1958). In the wug test kids are shown objects with made up names. For example they could show a made up object and say this is a “wug”. The kids are now shown two “wugs” and told now there are two of them, there are two ______? If the kids understand the rules for making things plural they will say wugs.Adding to morphology is syntax which is the knowledge of sentence structure , and how words can turned into sentences (Bjorklund).
Apa Reference list
Berko,J. (1958). The child’s learning of English morphology. Word, 14, 150-177.
Bjorklund, D. (2012). Children's thinking: Cognitive development and individual differences. (5th ed., pp. 356-359). Belmont, CA: Wadsworth, Cengage Learning.
Marcus, G.F., Pinker, S., Ullman,M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Overregularization in language acquisition. Monographs of the Society for Research in Child Development, 57 (Serial No. 228).
