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Introduction

Cognitive

Development

Nathan, Rhyse, Ella, Rebecca and Zahra

Introduction -

Within cognitive development, progression is evident throughout the stages of;

  • Infancy and Toddler-hood

  • Early Childhood

  • Late Childhood

  • Adolescence

Infancy and Toddler-hood

What is a brain cell?

Infancy and toddler-hood

What is stranger anxiety?

What is object permanence?

Neurons are brain cells

  • All humans are born with around 85 billion neurons (Huttenlocher&Dabholkar, 1997)

  • When some sort of sensory experience is had this information is relayed through and around the brain between neurons in which builds these neural connections.

  • Infants will be building building these sensory experiences and processing and trying to understand them. eg, seeing, touching...

Stranger Anxiety

When a baby sees that it is being held by someone they do not recognise, the baby would show signs of distress and may cry.

This shows that during the infancy stage, babies can identify people from their faces.

Stranger anxiety is very common among infants

Object Permanence

Object permanence is the ability to recognise that “even if something is out of sight, it still exists” (Bogartz, Shinskey, & Schilling, 2000)

This is also supported through research of Jean Piaget, stating that object permanence emerges at around 8 months old.

Early Childhood

Early Childhood

Children should be able to improve their ability to remember information, grasp ideas, and develop an understanding of cause and effect while working on their analytical skills.

  • Cognitive skill development in children involves the progressive building of learning skills, such as memory, attention and thinking.
  • In early childhood, children find it hard to control and regulate their own emotions which can lead to outbursts and ‘tantrums’.

Memory and attention

Although, 3 to 4 year olds find it hard to divide their attention on two separate tasks and activities

Emotional regulation and development

  • children find it hard to control and regulate their own emotions

  • Although this can also be a result of their sleep patterns, therefore their body does not have restraint on these tantrums.

Late Childhood

A vast development in their ability to gain more sophisticated cognitive developments

Late Childhood

What is metacognition?

What is Jean Piaget's theory of cognitive development?

Metacognition

Metacognition is the ability to recognise other people's conscience, as well as to regulate their own thought processes.

Show an interrelation to socio-emotional development as within personal conversations, they can conclude that sensitive information shared could indicate that this person being a loyal friend.

Jean Piaget's theory of cognitive development

Piaget’s theory of cognitive development underlines how in the concrete operational stage, children are able to apply logic in order to solve problems.

  • They struggle to ‘consider more abstract problems’ (Lally & Valentine-French, 2019).

  • During later childhood there are significant developments in “information processing which includes, memory, attention span, memory strategies, knowledge base and critical thinking”

adolescence

adolescence

Are able to understand formal logical operations. Unlike previous stages, adolescents aren’t limited to trial and error to problem solve, they are able to demonstrate hypothetical deductive reasoning and can make an educated guess on what might occur.

Adolescence struggle with the ability to self-regulate emotions.

What have studies shown?

What have studies shown?

  • Significant growth in multiple regions of the prefrontal cortex

  • These changes are believed to improve many aspects of functioning such as long-term planning.

  • being able to understand their own thought processes, self-evaluation, self-regulation and the coordination of affect and cognition

Conclusion -

Conclusion

To conclude this presentation, our group discovered by researching this topic that cognitive development is dynamic across all the age groups. Several case studies and theorists such as Jean Piaget, support our conclusions about brain development, neurological changes and physical experiences which enhance cognition and generate development.

References

References

  • Shinskey. (2002). Infants' Object Search: Effects of Variable Object Visibility Under Constant Means-End Demands. Journal of Cognition and Development, 3(2), 119–142. https://doi.org/10.1207/S15327647JCD0302_1
  • Williams, Berthelsen, D., Walker, S., & Nicholson, J. M. (2017). A Developmental Cascade Model of Behavioral Sleep Problems and Emotional and Attentional Self-Regulation Across Early Childhood. Behavioral Sleep Medicine, 15(1), 1–21. https://doi.org/10.1080/15402002.2015.1065410
  • Israel. (2005). Metacognition in literacy learning : theory, assessment, instruction, and professional development.
  • Lally, M., & Valentine-French, S. (2019). Lifespan development : a psychological perspective. College Of Lake County.
  • Steinberg,L.(2005).Cognitive and affective development in adolescence.Trends in cognitive sciences,9(2),69-74.https://search.lib.latrobe.edu.au/primo-explore/fulldisplay?docid=TN_cdi_proquest_miscellaneous_67381547&context=PC&vid=LATROBE&lang=en_US&search_scope=All&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,cognitive%20development%20in%20adolescence&facet=tlevel,include,peer_reviewed&offset=0
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