Cognitive Approach

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Cognitive Approach

"Learning Styles." Mind Tools. Consulted the 17 of Octover of 2011. <http://www.mindtools.com/mnemlsty.html>

"cognitive psychology." Encyclopædia Britannica. Encyclopædia Britannica Online Academic Edition. Encyclopædia Britannica, 2011. Web. 13 Oct. 2011. <http://0-www.britannica.com.millenium.itesm.mx/EBchecked/topic/1246882/cognitive-psychology>.

"Jean Piaget." Encyclopædia Britannica. Encyclopædia Britannica Online Academic Edition. Encyclopædia Britannica, 2011. Web. 13 Oct. 2011. <http://0-www.britannica.com.millenium.itesm.mx/EBchecked/topic/459096/Jean-Piaget>.

"child development." Encyclopædia Britannica. Encyclopædia Britannica Online Academic Edition. Encyclopædia Britannica, 2011. Web. 13 Oct. 2011. <http://0-www.britannica.com.millenium.itesm.mx/EBchecked/topic/111044/child-development>.

Learning Ways

Global

Global learners prefer a holistic and systematic approach. They see the big picture first and then fill in the details.

Sequential

Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the big picture emerges.

Reflective

Reflective learners prefer to think things through, to evaluate options, and learn by analysis. They enjoy figuring out a problem on their own.

Active

Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in groups to figure out problems.

Verbal

Verbal learners prefer to hear or read information. They look for explanations with words.

Visual

Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information.

Intuitive

Intuitive learners prefer conceptual, innovative, and theoretical information. They look for the meaning.

Sensory

Sensory learners prefer concrete, practical, and procedural information. They look for the facts.

Works

Series of books dealing with children’s conceptions of time, space, physical causality, movement and speed, and the world in general.

The Origins of Intelligence in Children (1948)

Judgement and Reasoning in the Child (1924)

The Language and Thought of the Child (1923)

First to study how children adquired understanding

Conclusions though observation and conversations with children

Argued in favor of genetic epistemology

The mind of the child evolves though a series of set stages

Integrating simpler concepts into more complex ones at at each stage

Creating and recreating his model of reality

Administed reading tests to school children

Explored their rasoning process

Started as a zoogist

Major figure of the 20th century in delopmental psychology

Swiss Psychologist

Child Process Development

Development

End of childhood

Logical processes of adults

Puberty

Physical and emotional changes

Awareness of their emotions

Sex-role identity

Based in gender

By age of 3

Identity

Empathy

Moral sense

Memory capacity increses

Beginings of logic

Come at 7 to 12 years old

Mental operations using symbols, concepts and ideas

Symbolic Thought and Language manipulate their enviroment

5-6 years

Mastery of complex rules of grammar and meaning

4 years

Use adult-like sentences

3 years

Small sentences

2 years

Start to understand grammar and syntax

Use of words in combination

Continually growing vocabulary

Speech starts

Growth of perceptual, emotional, intellectual, and behavioral capabilities and funtioning during childhoold

Childhood is from when you adquire language (1-2 yo) to adolescence (12-13)

Genetic Epistemology

Reevaluation of the older ideas of a child

The child discovered the world by himself

Teacher was a guide

At the correct time

Not only stimili were needed

Stages

Fourth Stage

See the implications of their thinking and that of others

Make hypothesis

Manipulate abstract ideas

More flexible kind of mental experimentaion

Mastering of logical thought

Orderliness of thinking

12-Adulthood

Formal Operations

Third Stage

Concepts of time and number

Classification by similarities and differences

Beginnigs of logic in the thought process

7-11 or 12

Concrete Operational

Second Stage

Represent objects by words

Manipulate them mentally

Manipulate the the enviroment though thought

2-6 or 7 years old

Preoperational

First Stage

Objects are a separate and permanent

Aware of himself as an individual

Mastering physical reflexes

0-2 years old

Sensimotor Stage

Timetable established by nature for the development of children's ability to think

Cognitive Psychology

Contemporary Cognitive Thoery

Information-Processing

Human mind is the equivalent of a complex computer system

Developmental

contruction of mental models of the world

representional thought

Jean Piaget

Part of cognitice science

Search for the definition of cognition and learning ways

Developed in base of the advances in:

Computer Science

Information processing

Developmental and comparative psychology

Gestalt

A structure, configuration, or pattern of physical, biological, or psychological phenomena so integrated as to constitute a functional unit with properties not derivable by summation of its parts.

Gestalt Psychology

In the Berlin School is a theory of mind and brain positing; the operational principle of Gestalt is that the brain is holistic, parallel, and analog, with self-organizing tendencies

Invariance is the property of perception whereby simple geometrical objects are recognized independent of rotation, translation, and scale.

Multistability (or multistable perception) is the tendency of ambiguous perceptual experiences to pop back and forth unstably between two or more alternative interpretations.

Reification is the constructive or generative aspect of perception.

Emergence is the process of complex pattern formation from simpler rules.

Studies human cognition

Effects in behavior

Attempts to answer how and why people learn

Remembering general meanings rather than the word by word information