Cognitive Approach

Studies human cognition

Attempts to answer how and why people learn

Remembering general meanings
rather than the word by word
information

Effects in behavior

Developed in base
of the advances in:

Gestalt

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

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

Reification is the constructive or generative aspect of perception.

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

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

Developmental and comparative psychology

Computer Science

Information processing

Part of cognitice science

Contemporary Cognitive Thoery

Developmental

Jean Piaget

representional thought

contruction of mental models of the world

Information-Processing

Human mind is the equivalent
of a complex computer system

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

Stages

First Stage

Sensimotor Stage

0-2 years old

Mastering physical reflexes

Aware of himself as an individual

Objects are a separate and permanent

Second Stage

Preoperational

2-6 or 7 years old

Manipulate the the enviroment
though thought

Represent objects by words

Manipulate them mentally

Third Stage

Concrete Operational

7-11 or 12

Beginnigs of logic in the thought process

Classification by similarities and differences

Concepts of time and number

Fourth Stage

Formal Operations

12-Adulthood

Orderliness of thinking

Mastering of logical thought

More flexible kind of
mental experimentaion

Manipulate abstract ideas

Make hypothesis

See the implications of their
thinking and that of others

Reevaluation of the older ideas of a child

Not only stimili were needed

At the correct time

Teacher was a guide

The child discovered
the world by himself

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)

Development

Speech starts

2 years

Continually growing vocabulary

Use of words in combination

Start to understand
grammar and syntax

3 years

Small sentences

4 years

Use adult-like sentences

5-6 years

Mastery of complex rules
of grammar and meaning

Symbolic Thought and Language
manipulate their enviroment

Mental operations using symbols,
concepts and ideas

Beginings of logic

Come at 7 to 12 years old

Memory capacity increses

Awareness of their emotions

Empathy

Moral sense

Identity

Sex-role identity

Based in gender

By age of 3

End of childhood

Puberty

Physical and emotional changes

Logical processes of adults

Swiss Psychologist

Major figure of the 20th century
in delopmental psychology

Started as a zoogist

First to study how children
adquired understanding

Administed reading tests to school children

Explored their rasoning process

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

Creating and recreating
his model of reality

Integrating simpler concepts
into more complex ones at
at each stage

Argued in favor of genetic epistemology

Conclusions though observation
and conversations with children

Works

The Language and
Thought of the Child
(1923)

The Origins of Intelligence
in Children (1948)

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

Sensory

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

Intuitive

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

Visual

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

Verbal

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

Active

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

Reflective

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

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.

Global

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