COGNITIVE

DEVELOPMENT
 A. Cognitive
Development Theories
Piaget's Theory

Piaget developed a Cognitive Development theory that focused on

how children move through developmental stages. These stages
represent how children progress by what knowledge they will gain
based on their experiences and their level of maturation. Piaget
assumed several things about the learning processes of children.

Piaget's theory is guided by assumptions of how learners interact with

their environment and how they integrate new knowledge and
information into existing knowledge. Briefly, he proposed that
Children are active learners who construct knowledge from their
environments.

They learn through assimilation and accommodation, and complex

cognitive development occurs through equilibration.

The interaction with physical and social environments is key for

cognitive development.

Development occurs in stages.

Vygotsky's Theory
Vygotsky's Sociocultural theory was based on his belief that
children learned through the social, language, and cultural
interactions in their experiences. Vygotsky believed children
need social interactions to build language processes, and
through these language processes, they develop the mental tools
to learn. Social norms affect what they will learn and how they
will develop. Cultural aspects will also affect children's
cognitive processes.
• Complex mental activities begin as basic social activities.

• Children can perform more difficult tasks with the help of a more advanced
individual.

•Tasks that are challenging promote cognitive development growth.

• Play is important and allows children to stretch themselves cognitively.

B. Intelligence
.

and individual
differences
1. CONCEPT OF INTELLIGENCE

WHAT IS INTELLIGENCE?
➢In research studies, intelligence is whatever the intelligence test measures.
This tends to be “school smarts” and it tends to be culture-specific
➢Intelligence (in all cultures) is the ability to learn from experience, solve
problems, and use our knowledge to adapt to new situations
WHO IS ALFRED BINET?
❖Born: July 8, 1857
❖Died: October 18, 1911
❖Nationality: French
❖Known for: Stanford-Binet Intelligence Scales
❖Binet-Simon test.
WHAT IS THE BINET-SIMON TEST?
➢The French government enlisted the help of psychologist Alfred Binet to
understand which children were going to be slower learners and thus require
more assistance in the classroom.

➢Binet and colleague Theodore Simon developed a series of tests designed to

assess abilities.
➢It consisted of 30 items of increasing complexity.
➢They tested these questions on groups of students aged three to twelve or
thirteen to help standardize the measure.
➢The scale they developed became known as the Binet-Simon Intelligence
Scale.
WHAT IS THE STANFORD-BINET INTELLIGENCE TEST?

➢Stanford psychologist Lewis Terman adapted the test for American students
and published the Stanford-Binet Intelligence Scale in 1916.
➢The Stanford-Binet documents the cognitive strengths and weaknesses of
children, adolescents, and adults.
➢The Stanford-Binet Scale is a contemporary assessment that measures
intelligence according to five features of cognitive ability, including fluid
reasoning, knowledge, quantitative reasoning, visual-spatial processing, and
working memory.
➢To calculate IQ, the student’s mental age is divided by his or her actual
(chronological) age, and this result is multiplied by 100.
2. SPEARMAN’S GENERAL INTELLIGENCE (g)
General intelligence, also known as the g factor, refers to a general
mental ability that, according to Spearman, underlies multiple specific
skills, including verbal, spatial, numerical, and mechanical.
Charles Spearman, an English psychologist, established the two-factor theory
of intelligence back in 1904 (Spearman, 1904). To arrive at this theory,
Spearman used a technique known as factor analysis.
Factor analysis is a procedure through which the correlation of related
variables is evaluated to find an underlying factor that explains this correlation

In the case of intelligence, Spearman noticed that those who did well in
one area of intelligence tests (for example, mathematics) also did well in other
areas (such as distinguishing pitch; Kalat, 2014).

In other words, there was a strong correlation between performing well in

math and music, and Spearman then attributed this relationship to a central
factor, that of general intelligence (g).
3. THURSTONE’S PRIMARY MENTAL ABILITIES

Thurstone (1938) challenged the concept of a g-factor. After analyzing data

from 56 different tests of mental abilities, he identified a number of primary
mental abilities that comprise intelligence as opposed to one general factor.

The seven primary mental abilities in Thurstone’s model are verbal

comprehension, verbal fluency, number facility, spatial visualization,
perceptual speed, memory, and inductive reasoning (Thurstone, as cited in
Sternberg, 2003).
4. GARDNER’S MULTIPLE INTELLIGENCE

Following the work of Thurstone, American psychologist Howard Gardner

built off the idea that there are multiple forms of intelligence.

He proposed that there is no single intelligence, but rather distinct,

independent multiple intelligences exist, each representing unique skills and
talents relevant to a certain category.

Gardner (1983, 1987) initially proposed seven multiple intelligences:

linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,
interpersonal, and intrapersonal, and he has since added naturalist intelligence.
5. TRIARCHIC THEORY OF INTELLIGENCE

Analytical intelligence, also referred to as componential intelligence,

refers to intelligence that is applied to analyze or evaluate problems and
arrive at solutions. This is what a traditional IQ test measures.

According to the triarchic theory, intelligence has three aspects:

analytical, creative, and practical (Sternberg, 1985).

Just two years later, in 1985, Robert Sternberg proposed a three-category

theory of intelligence, integrating components that were lacking in
Gardner’s theory. This theory is based on the definition of intelligence as
the ability to achieve success based on your personal standards and your
sociocultural context.
 Creative intelligence is the ability to go beyond what is
given to create novel and interesting ideas. This type of
intelligence involves imagination, innovation, and problem-
solving.

Practical intelligence is the ability that individuals use to

solve problems faced in daily life when a person finds the best
fit between themselves and the demands of the environment.
6. Cognitive Information Processing Theory
Information processing theory is a cognitive psychology theory that studies
mental processes involved in acquiring, storing, and using knowledge. It focuses
on the flow of information as it is passed from one stage to another within a
person’s mind.

According to this theory, the human mind is seen as an information

processor similar to that of a computer. This model suggests that events
comprise individual pieces of information that are processed in stages such as
encoding, storage, and retrieval.
. C. Factors affecting
cognitive development
 COGNITIVE DEVELOPMENT

.
Cognitive development is the construction of thought

processes including remembering, problem solving and

descon making from childhood through adolescence to

adult.
 Two Major Factors
.
Biological Factors Environmental Factors

Intelligence Learning Opportunities

Heridity Economic Status
Nutritional Factors Family and Society
Malnutrition Play
 BIOLOGICAL FACTORS
Human intelligence is, mental quality that consists of the abilities to learn
from experience, adapt to new situations, understand and handle abstract
.
concepts, and useknowledge to manipulate one’s environment.
Heredity: Genetic factors determine when a child’s cognitive senses are
ready and mature for skill development.
Nutritional Factors – proteins play an important role in the brain
development and are
essential for learning and developing.
Maturation – as they matured, they get more interactive with environment for

a good.
.
ENVIRONMENTAL FACTORS
LEARNING OPPORTUNITIES – opportunity a child gets to learn.

ECONOMIC STATUS – children get more opportunities and better

training.

FAMILY AND SOCIETY – children interact with people tend to become

brighter and gain confidence.

PLAY – is an essential aspect to cognitive development

D. Language Development
 Learning to understand and communicate with
language is one of many important skills that young
children develop. Linguistic development begins in
infancy, and young children typically follow a series of
steps toward language development. While these stages are
not strictly correlated to age, they do reflect a pattern or an
order in the way language is acquired.
 STAGE LANGUAGE SKILLS
Pre- Linguistics Cooing

Babbling Syllable Cycles

First words Attaching meaning to words

Two words Discovering syntax

Telegraphic Truncated language

E. Factors affecting cognitive
and language development
 Cognitive and language development in children is influenced
by a range of factors. Here are some key ones:

1.Genetics: Inherited traits can affect brain development and

language acquisition.

2.Environment: A stimulating environment with exposure to

diverse experiences and interactions supports cognitive and
language growth.
3. Parental Interaction: Responsive and interactive
communication between parents and children enhances language
skills and cognitive abilities.
4. Socioeconomic Status: Resources and opportunities related to
socioeconomic status can impact access to educational materials and
experiences that foster development.

5. Education: Quality of early childhood education and access to learning

resources play a significant role. Health: Nutritional status and overall health
can affect cognitive functions and development.
Social Experiences: Interaction with peers and adults helps develop social skills
and language.
6. Health: Nutritional status and overall health can affect cognitive functions
and development.

7. Social Experiences: Interaction with peers and adults helps develop social
skills and language.