1. Basic cognitive processes development.
The mental operation trough which we become knowers (experts) of the objects and life. We are talking again of interactions in our contexts.
Set of mental processes that take place between the stimulus reception and the answer to them.
Processes through which the sensorial input is transformed, reduced, elaborated, stored, retrieved or used. Cognitive process implies always an elaboration process, we need to transform the stimulus (interactions, experiences) that we receive.
We can distinguish two kinds of processes:
- Basic: attention, memory, sensations and perception. A
- According to Vygotsky we have Superior processes: language, thinking and problem solving.
Set of mental processes that take place between the stimulus reception and the answer to them.
Processes through which the sensorial input is transformed, reduced, elaborated, stored, retrieved or used. Cognitive process implies always an elaboration process, we need to transform the stimulus (interactions, experiences) that we receive.
We can distinguish two kinds of processes:
- Basic: attention, memory, sensations and perception. A
- According to Vygotsky we have Superior processes: language, thinking and problem solving.
1.1 Sensations
Sensations need stimulus reception and processing, we receive inputs in our context but we have to receive this stimulus, so we need our senses;
Stimulus reception: our organism reacts in front of this stimulus there is an immediate effect of the organ (biological reaction): fisiological processes- senses organs).
Stimulus processing: Our external stimulation are transmitted (CNS: Central Nervous System) and are transformed on life experiences. We hear a sound which is transmitted to the brain and now we have to do other process: de-codification then we can identify the sound like a word, a door closing.
Stimulus reception: our organism reacts in front of this stimulus there is an immediate effect of the organ (biological reaction): fisiological processes- senses organs).
Stimulus processing: Our external stimulation are transmitted (CNS: Central Nervous System) and are transformed on life experiences. We hear a sound which is transmitted to the brain and now we have to do other process: de-codification then we can identify the sound like a word, a door closing.
1.2 Perception
Implies information and organization, information and interpretation and representation. We touch hot water – there is sent a message to the brain – the brain analyses the stimulus – we identify it as hot.
There are two laws that explain our reception process of Psychology school of Gestalt.
There are four laws of Perception of Gestalt.
Proximity: Tendency that we have to group elements that are alike or have the same aspect.We group elements thatare near one to another.
Continuity: How we impose our own structure until we can figurate with meaning.We impose our ownstructure until we canfigurate an image withmeaning.
Closing:We complement incompleteconfigurations (empty spaces).
Similarity:We group elements that arealike or that have the same aspect.
There are two laws that explain our reception process of Psychology school of Gestalt.
- Perceptual Constancy: the perceptive patters are maintained, we develop patterns of perception and we maintain them. We use them to give meaning to the perception that we have; this is cultural because we construct them in a society.
- Perceptive Predisposition: states that we perceive what we expect to see or what fits with our preconceived ideas of things that have meaning for us.
There are four laws of Perception of Gestalt.
Proximity: Tendency that we have to group elements that are alike or have the same aspect.We group elements thatare near one to another.
Continuity: How we impose our own structure until we can figurate with meaning.We impose our ownstructure until we canfigurate an image withmeaning.
Closing:We complement incompleteconfigurations (empty spaces).
Similarity:We group elements that arealike or that have the same aspect.
1.3 Attention
We focus the thought in one specific task, is motivated to develop a task, and to reach a goal.
To pay attention: selective recompilation of information of optimalusefulness for the task that is being developed, resulting an efficient and economic perception for the actuation:
Select the sensorialinformation à focus the cognitive activitiestowards a goalà PAY ATTENTION.
To pay attention: selective recompilation of information of optimalusefulness for the task that is being developed, resulting an efficient and economic perception for the actuation:
Select the sensorialinformation à focus the cognitive activitiestowards a goalà PAY ATTENTION.
1.4 Memory
The memory is the capacity to mantain and revoke feelings, experiences and facts.
The process in which we memorize somtehing is the following:
Types of memory:
1.Declarative memory
For the objective information (decontextualized). Ex. names, faces, dates, etc.
2.Semantic memory
For the general knowledge of the facts related with the world. Ex. Concepts.
3.Episodic memory
Memory of the individual/personal facts of our life. Ex. a trip, a date…
4.Procedural memory
Memory for the motor and executive skills needed toundertake a task.
The process in which we memorize somtehing is the following:
- Codification: Information is initiallyregistered in a way thatthe memory can use.
- Storage: Maintaing of the storedmaterial in the memory.
- Retrieval: Localization of the storage material,consciousness andutilization.
Types of memory:
1.Declarative memory
For the objective information (decontextualized). Ex. names, faces, dates, etc.
2.Semantic memory
For the general knowledge of the facts related with the world. Ex. Concepts.
3.Episodic memory
Memory of the individual/personal facts of our life. Ex. a trip, a date…
4.Procedural memory
Memory for the motor and executive skills needed toundertake a task.
2. Superior Cognitive Processes
The Superior Cognitive Process are Thinking, Solving Problems and Language.
2.1 Evolutive Aspects: comparision between Dialectical and Determinist theories
According to Piadget there are three phases:
1. SCHEME: concept or structure that exist in a subject’s mind to organize and interpret the information.
2. ASSIMILATION: mental process that happens when the child incorporates new knowledge to the previous knowledge.
3. ACCOMODATION: mental process that happens when the child adjust the information towards new schemes.
Apart from that Piadget also states that every person goes through a process formed by the following steps in their maturation and developmental process. It is based in the cognitive development (see Determinist theories in the previous blog) and excludes the social development aspects.
In contrast we have the Vygotsky Theory about social development. He defended that learning tok place in social context with constant interaction between individuals. In this case, in contrast with Piadget's theory, Vyagotsky stated that the learning didn't took place in common stages but in a circular itinerary where children grow progressively by interacting with others (see Dialectical theories in the previous blog).
It is essential to activate the previous knowledge: “The main factor that influences the most on the learning process is what the student already knows”.
1. SCHEME: concept or structure that exist in a subject’s mind to organize and interpret the information.
2. ASSIMILATION: mental process that happens when the child incorporates new knowledge to the previous knowledge.
3. ACCOMODATION: mental process that happens when the child adjust the information towards new schemes.
Apart from that Piadget also states that every person goes through a process formed by the following steps in their maturation and developmental process. It is based in the cognitive development (see Determinist theories in the previous blog) and excludes the social development aspects.
- Sensorimotor Stage (0-2 years old): Mainly children develop the Object Permanence and the Strager's anxiety appears and lasts for some stages more.
- Preoperational Stage (2-6 years old): It is based on the Egocentrism and the failure on tthe COnservation and Centration Tasks that might take place in school (this last fact must be studied when designing the lessons in that ages becuase children are not capable of being concentrated for much time.
- Concrete Operations Stage (6-12 years old): They are more mature now so, they change failure to conservation and entration tasks.
- Formal Operations Stage (13+ years old): They develop the known Abstract Thinking.
In contrast we have the Vygotsky Theory about social development. He defended that learning tok place in social context with constant interaction between individuals. In this case, in contrast with Piadget's theory, Vyagotsky stated that the learning didn't took place in common stages but in a circular itinerary where children grow progressively by interacting with others (see Dialectical theories in the previous blog).
It is essential to activate the previous knowledge: “The main factor that influences the most on the learning process is what the student already knows”.
2.3 Conclusions
Anything that we know about the reality, has to be mediated, not just by the organs of our senses, but also for a set of systems that interpret andre-interpret the sensorial information (basic cognitive processes). In this process is important to take into account the individual differences (cognitive styles, “multiple intelligences”, learning rhythms, etc.). Teachers should teach students strategies to help them to regulate their cognitive activity.
APPLICATION OF THE FORMER CONTENTS TO MY STUDENTS
It is important to know the different Cognitive process and the parts and stages that those have so we can take into account them and adapt the class methodologies according to them; but the most important fact to be used of the second block is the different interpretations that exist about Cognitive Development. we can extract our personal opinion and own "theory" from the comparision between the Piadget's and Vygotsky theories.