Reading: Hock 18 - Out Of Sight, But Not Out Of Mind
Reading: Hock 18 - Out Of Sight, But Not Out Of Mind APSY.UE.0002
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This 2 page Class Notes was uploaded by Brianda Hickey on Monday April 4, 2016. The Class Notes belongs to APSY.UE.0002 at NYU School of Medicine taught by Adina Schick, in Spring 2016. Since its upload, it has received 57 views. For similar materials see INTRODUCTION TO PSYCHOLOGY AND ITS PRINCIPLES in Psychlogy at NYU School of Medicine.
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Date Created: 04/04/16
Reading: Hock 18 - Out Of Sight, But Not Out Of Mind Children cannot demonstrate demonstrate certain thinking and reason gin abilities until they reach an appropriate stage of cognitive development, no matter how much learning they may have experienced Jean Piaget: revolutionized developmental psychology Theoretical Propositions Based on observations while working in a lab: theorized that older children had not just learned more than the younger ones but were thinking diﬀerently about the problems Piaget’s Theory of Cognitive Development: during childhood, humans progress through 4 stages of cognitive development that always occur in the same sequence and at approximately the same ages Developed an interview technique that allowed the child’s answered to inﬂuence the direction of the questioning in order to test his theory Object Permanence: your ability to know that an object exists ben when it is hidden from your senses Develops during ﬁrst 2 years of life before a child can leave the sensorimotor stage (0-2 years) and enter the pre operational period (2-7 years), object permanence must be developed Method and Results Studies the development of object permanence using unstructured evaluation methods took the form of games Through observing problem0solving ability and the errors the infants made playing games - Piaget identiﬁed 6 substages of development that occur during the sensorimotor period and are involved int he formation of object permanence 6 Stages: 1. (Birth to 1 month) concerned primarily with reﬂexes relating to feeding and touching 2. (1 to 4 months) no sign of object permanence, but some behaviors are preparing the infant for this ability Primary Circular Reactions: begins to repeat certain behaviors that center on the infant’s own body Able to follow moving objects with their eyes Passive Expectation: If an object leaves the child’s visual ﬁeld and failed to reappear, the child will turn its attention to other visible objects and show no signs of looking for the “vanished” object. However, if the object repeatedly reappears in the same location, the infant will look longer at that point 3. (4 to 10 months) Secondary Circular Reactions:children begin to purposefully and repeatedly manipulate objects they encounter in their environments Late in stage- ﬁrst signs of object permanence appear ex. child begins to search for objects that are obscured from view if a small part of the object is visible 4. (10-12 months) know that objects continue to exist ebbed when the object are no longer visible Yet, child lacks the ability to understand visible displacement 5. (12-18 months) gains the ability to follow visible sequential displacements and searches for an object where it was last visibly hidden Yet, child is unable to understand invisible displacement 6. (18 to 24 months) the concept of the permanent object becomes fully realized Entry into this stage is determined by the child’s ability to represent mentally object that undergo invisible displacement Cognitive skill of object permanence is considered as the beginning of true thought Prepares child to move into the next full stage - Preoperational Period