2.1.6 Cognitive development

Cognitive Development with Critical Reference to Key Models

Cognitive development refers to the process by which individuals develop the ability to think, reason, and understand the world around them. There are several key models that have been proposed to understand cognitive development, including the bio-psychosocial model and Piaget’s model.

Bio-psychosocial model:

The bio-psychosocial model of cognitive development emphasizes the interplay of biological, psychological, and social factors in shaping cognitive development. This model suggests that the development of cognitive abilities is influenced by a complex interplay of genetic and environmental factors, including biology, culture, and experience. It also emphasizes that cognitive development is dynamic and non-linear, and the different stages of cognitive development are not fixed but may change based on the individual’s experiences and environment. One of the key references for the bio-psychosocial model is the article “A Bio-Psycho-Social Model of Health and Disease” by George Engel, published in the Journal of the American Medical Association in 1977 (Engel, 1977).

Piaget’s model:

Piaget’s model of cognitive development is one of the most influential and widely studied models in the field of developmental psychology. According to Piaget, children actively construct their understanding of the world through their experiences and interactions, and their cognitive abilities evolve through a series of distinct stages. These stages are the sensorimotor stage (birth to 2 years), preoperational stage (2-7 years), concrete operational stage (7-11 years) and formal operational stage (11 years and above)

In the sensorimotor stage, infants and young children learn about the world through their senses and movements. They learn about objects and their properties through exploration and manipulation. The pre-operational stage is marked by the increased use of symbols, such as words and pictures, to represent objects and ideas. However, children at this stage lack the ability to think logically and systematically about objects and relationships.

The concrete operational stage is characterized by a greater ability to think logically and systematically, but it is still limited to concrete objects and situations. Children at this stage can perform mental operations such as classifying, ordering and seriation. The final stage, the formal operational stage, is marked by the ability to think abstractly, reason logically, and consider hypothetical scenarios (Piaget, 1929).

Piaget’s model has been widely studied and has had a significant impact on the field of developmental psychology. However, it’s important to note that Piaget’s model has also been criticized for its lack of emphasis on the role of culture, language and social context in cognitive development, and for not taking into account individual differences in cognitive development.

Both models, the bio-psychosocial model and Piaget’s model, provide important perspectives on cognitive development and can be used in combination to understand the complex processes that shape cognitive development.

The Impact of Attributions and Beliefs, and Cultural, Genetic and Other Influences

Attributions and beliefs can have a significant impact on cognitive development. Attributions refer to the explanations we give for the causes of events and behaviours, and can include internal (e.g., ability) or external (e.g., luck) factors. Beliefs, on the other hand, are the convictions and assumptions that individuals hold about themselves and the world around them (Dweck, 1995).

Research has shown that attributions and beliefs can affect cognitive development in several ways. For example, children who make internal attributions for their successes (e.g., “I did well because I am smart”) tend to have higher self-esteem and are more motivated to learn than children who make external attributions (e.g., “I did well because the test was easy”). Similarly, children who hold a growth mindset – the belief that abilities can be developed through effort and learning – tend to have better academic outcomes than children who hold a fixed mindset – the belief that abilities are fixed and cannot be changed.

Cultural, genetic, and other factors can also influence cognitive development. Culture can shape cognitive development by providing children with different beliefs, values, and expectations, as well as different opportunities and resources for learning. For example, some cultures may place a greater emphasis on individual achievement, while others may place a greater emphasis on group harmony. Genetics can also play a role in cognitive development by influencing the development of the brain and the expression of certain genes. For example, research has found that genetic factors can influence intelligence, memory, and other cognitive abilities. Other factors, such as nutrition, health, and the environment, can also influence cognitive development. For example, children who grow up in poverty may have less access to nutritious food and educational resources, which can negatively impact cognitive development.

Overall, attributions, beliefs, and cultural, genetic, and other factors can all have a significant impact on cognitive development. Understanding the interplay between these factors can help in developing effective interventions to support cognitive development and promote positive outcomes (Nisbett, 2003).

The Relevance of Pre-Operational and Formal Operational Thought to Communication with Children and Adults

Pre-operational and formal operational thought are two stages of cognitive development proposed by Jean Piaget. Pre-operational thought occurs during the preoperational stage (ages 2-7) and is characterized by the use of symbols, such as words and pictures, to represent objects and ideas, but children at this stage lack the ability to think logically and systematically about objects and relationships. Formal operational thought occurs during the formal operational stage (11 years and above) and is marked by the ability to think abstractly, reason logically, and consider hypothetical scenarios.

The relevance of pre-operational and formal operational thought to communicate with children and adults is that these stages of cognitive development determine the level of abstraction, reasoning, and logical thinking that children and adults are capable of. Therefore, the way we communicate with them should be adjusted accordingly. For example, when communicating with children who are in the preoperational stage, it’s important to use concrete and simple language, and to provide visual aids, such as pictures and diagrams, to help them understand abstract concepts. It’s also important to be aware that children at this stage have difficulty with mental operations such as classifying, ordering and seriation (Flavell, 2000).

When communicating with children who are in the formal operational stage, it’s important to use abstract and complex language and to provide logical reasoning and hypothetical scenarios to help them understand complex concepts. They also have a better understanding of cause-and-effect relationships and can think about multiple solutions to a problem (Piaget, 1929).

In terms of communication with adults, those who are in the formal operational stage are able to understand and communicate abstract and complex ideas and are able to think critically and logically, so communication can be more sophisticated and nuanced.

It is important to note that cognitive development is not a fixed process and there is a wide range of variability among individuals. Therefore, when communicating with children or adults, it’s important to take into account their individual cognitive development level, as well as their cultural, social, and emotional context to ensure effective communication.

References:

(1) Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267-285.

(2) Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129-136.

(3) Flavell, J.H. and Markman, E.M. (2000) Cognitive Development: An Information Processing Approach. San Diego: Harcourt Brace Jovanovich College Publishers.

(4) Nisbett, R. E., & Masuda, T. (2003). Culture and point of view. Proceedings of the National Academy of Sciences, 100(19), 11163-11170.

(5) Piaget, J. (1929). The Child’s Conception of the World. London: Routledge.