what is development

every stage has a different problem

NEE MN PROBLEEM IS DAT ER TEVEEL EP LITERATUUR IS

development is multidimensional: cognitive, biological, social (quote: basically thats it)

interconnected

context-sensitive

wow child development mentioned

for teachers:

• understand capabilities at diff ages
• interpret behaviour
• design learning environments

key issue:

nature vs nurture

wow casper wordt niet kaal

percentages are all wrong, because there is interaction between nature and nurture

is development universal or particular? (aka do all children follow the same path)

cognitive psychology seeks general principles for XXX developmental psychology seeks general principles for development

bro praat eens niet op 2x speed

continuous/gradual or stage-like/leaps? (and how do you get to the next stage then??)

its gradual but looks stage-like leaps are there but hard to show <- that conflicts your first statement

critical periods: wolf children (aka missed windows of opportunities for language and social development) ^suggestive case(s), not evidence

infant research they cant talk, but you can use observable responses (looking time, sucking reflex, habituation = classical conditioning? = GEWENNING)

faces/face-like things grab attention

intuition

doing same goal doing same movement

behaviourism would predict same movement would have no reaction, and same goal would have but children have intuition (apparently), so same movement has reaction, and some goal doesnt

cultureal differences in when development happens (because children are treated differently) example: stroller or on back, other people walking is taught very early

biology

• brain activity before birth
• some capacities early, limited experience
• infants have suprising comtetence

culture

• when
• sequence ^casper doesn’t know about that, but it is like that either way???

plasticity & culture how do brains do things that they werent made for? ^how can culture fit our ‘old’ brain?

“a answer”: neuronal recycling old function (born with): object and face recognition new function: reading

learning to read trains/recruits existing visual cortext and changes functional organisation ^has been shown

QUESTION: does that mean schooling makes us less capable in recognizing faces?

stronger theory that just “brain has plasticity”

children think different that aldults (jean piaget) in past: children treated as little adults. so adults that know less and are smaller

^he isnt an empirical scientist

if world and mental model dont align, one has to adapt. world doesn’t, so you do.

piaget core ideas:

1. children actively build knowledge
2. new experience lead to assimilation or accomodation
3. after time, thinking itself changes

assimilation = extending mental scheme to encompass more. everything covered by one schema/model/whatever accomodation = adapting mental scheme to differentiate different things (aka make it match with real world)

disequilibrium -> world mismatch with the mental scheme

^i’d like definitions pls

don’t consider him a constructivist or constructionist, he was a biologist

world/external correct, but the learning happens mental/internal

seymour papert about piaget: Piaget -> learning happens without planned/organised. children develop intellectually, without being taught.

external only provides information, the understanding and learning happen inside the child learning and teaching arent the same

children see the world differently / represent taks different

mismatch to what schools teach (adult thinking) and natural child thinking

is it then a mistake/error, or does unusual response misunderstanding, lack of knowledge etc?

stage theories of development

Piaget developmental stages:

• sensorimotor (0-2): object permanence
• preoperational (2-7): synbols and egocentrism
• concete operational (7-11): conservations and reversibility
• formal operational (12+): abstract and hypothetical thinking ^ages are rough estimates

conversation -> yup

neo-piagetians: …?

but piaget underestimated children experiments show:

• infants have object permanence
• egocentrism tasks may just be too difficult/unfamiliar

stage difference can also be a knowledge difference

piaget limits:

• stages too rigid, and underestimate
• underestimate culture&context
• western, middle-class bias

contributions;

• active knowledge builders
• exploration and interatction
• classic tasks -> show how children think

differences between people

• personality: personal traits => effort, motivation
• intelligence: cognitive abilities => learning in diff domains
• giftedness: exceptional potential => different approach

^which is best predictor of school success? (when controlled for prior knowledge) (answer: intelligence, then personality (especially conscientiousness), )

conscientiousness = zorgvuldigheid (doing part and doing it well)

personality and intelligence combine? independent or mutually reinforcing?

“intelligence is what a intelligence test measures” (psychometric concept)

• one ability or multiple
• stable or mallable? fixed or changeable?

g-factor = general intelligence (= common variance of cognitive tasks) ^spearman and terman

social consequences of intelligence research

hierachcy

fluid intelligence (G_f) = flexible reasoning, new problem-solving, adaptation to unfamiliar situations crystallized intelligece (G_c) = accumulated knowledge and skills from learning and experience