Chapter 11 Psychological development and cognitive differences
Section 1 Overview of psychological development
Section 2 Students' cognitive differences
Section 1 Overview of psychological development
(multiple choice questions, fill-in-the-blank questions, short answer questions)
test points 1. Psychological development
Psychological development refers to the individual’s progress from A series of psychological changes that occur during the entire life of birth, mature, aging until death.
Psychological development includes cognitive development and social development .
Test point 2. Stage characteristics of psychological development:
Chinese psychologists divide individual psychological development into eight stages:
Infant stage (0-1 years old), infancy (1-3 years old), early childhood (3-6, 7 years old), childhood (6, 7 years old - 11, 12 years old), adolescence ( 11, 12 years old - 14, 15 years old), youth (14, 15 years old - 25 years old) ), adulthood (25-65 years old), old age (after 65 years old)
- Childhood (6, 7 years old - 11, 12 years old)
Childhood is also called the early school age. This is the basic period of a person's life development. It is also the period when growth and development are most vigorous, change is the fastest, plasticity is strongest, and education is the best.
Learning began to become the dominant activity for children.
The thinking of fourth-grade children begins to transition from mainly concrete image thinking to abstract logical thinking . However, at this time, abstract logical thinking must still be concrete image as the pillar.
- Adolescence (11, 12 years old - 14, 15 years old)
is called the "psychological weaning period " or " dangerous period ". It has the characteristics of semi-mature and semi-childish , and is full of contradictions between independence and dependence, consciousness and childishness.
Junior middle school students' abstract logical thinking has become dominant, and reflective thinking has emerged, but concrete image thinking is still needed as a pillar. At the same time, the independence and criticality of thinking have also developed, but it is still one-sided and subjective, but there is strong creativity in this period.
In adolescence, individual self-awareness rises and resistance psychology appears, which is the second leap period in the development of self-awareness. Self-control ability is not strong, words and deeds often appear inconsistent, and emotions show obvious polarity.
- Early youth (14, 15 years old - 17, 18 years old)
The intelligence of high school students is close to maturity, and the development of abstract logical thinking has entered a mature stage, and has transformed from " empirical " to " theoretical ". dialectical thinking has developed rapidly and taken a dominant position.
Test Point 3. Basic characteristics of psychological development:
- ⑴ Continuity and stages:
Continuity reflects the quantitative process of psychological development. The development of the latter stage always develops on the basis of the previous stage, and new characteristics of the next stage sprout.
stages reflect the qualitative change process of psychological development.
- (2) Directionality and sequence:
Under normal conditions, psychological development always has a certain directionality and sequentially . Although the speed of development may vary individually and may be accelerated or delayed, development is irreversible and insurmountable.
- ⑶ Imbalance:
Mainly manifested in the following two aspects:
On the one hand, different individual systems have different processes in terms of development speed, start and end time of development, and reaching maturity;
On the other hand, the same functional characteristics have different development rates at different stages of development. The critical period
(Lorenz) is an important manifestation of the imbalance of psychological development. Also called the best period , it is the period when environmental influence can play the greatest role in individual development.
- ⑷Individual differences
The psychological development of individuals is often very different in the speed of development, the final level reached, and the areas of development advantages.
Teaching students in accordance with their aptitude reflects the individual differences in psychological development.
Section 2 Students' cognitive differences
(multiple choice questions, fill-in-the-blank questions, short answer questions, essay questions)
test point 1. cognitive development theory - Piaget's view of cognitive development (choice question)
1. Occurrence Epistemology
(1) Piaget believed that human knowledge comes from actions, and actions are the source of perception and the basis of thinking.
(2) In the process of understanding the world around them, people form their own unique cognitive structure, which is called schema .
All human psychological reactions are ultimately adaptation, and the essence of adaptation lies in achieving a balance between the body and the environment.
(3) adaptation is divided into two different types: assimilates to and adapts to .
- Assimilation : New information is incorporated into existing cognitive structures.
- adapt to : change the existing cognitive structure to adapt to the new environment and information.
(4) Psychological development is the process in which individuals achieve balance by assimilating and adapting to increasingly complex environments.
Piaget believed that the factors that affect cognitive development are: maturity, practice and experience, social experience, and balance.
(2020) Piaget believed that thinking originates from action, and the essence of action is the relationship between the subject and the object ( )
A. Assimilate
B. Accommodate
C. Balance
D. Adapt to
[Analysis] Piaget believed that cognitive development is a constructive process, which is achieved by the individual's continuous interaction with the environment. Psychological factors do not originate from innate maturity, nor from acquired experience, but from the subject's actions on the object. The subject's adaptation to the object through actions is the real cause and essence of psychological development.
34. [Answer] D
test point 2. theory of cognitive development stages: (multiple choice questions)
(1) sensorimotor stage
(2) preoperational stage
(3) Concrete operational stage
(4) Formal operational stage
(1) Sensory motor stage (0 to 2 years old)
① Differentiation of sensation and movement
Grasping by hand and sucking by mouth are the main means for them to explore the world around them.
② Obtaining object eternity is a significant sign of this stage.
③Problem-solving skills begin to develop.
④The generation of delayed imitation.
(2) Preoperational stage (2 to 7 years old)
① Early symbolic function
② Egocentricity
③ Irreversibility
④ Unable to infer facts
⑤ Panpsychism On
(3) Concrete operation stage (7 to 11 years old)
① " de-egocentric "
② reversibility of thinking
③ conservation (Children realize that although the appearance of objects changes, the attributes they hold remain unchanged.)
④ Classification
⑤ Serialization
(4) Formal operation stage (11 years old - 16 years old)
① The relationship between propositions
② Hypothesis - deductive reasoning
③ Analogical reasoning
④ Abstract logical thinking
⑤ Reversibility and compensation
⑥ Reflective ability
⑦ Flexibility of thinking
⑧ Gradual development of formal operational thinking
(2021) Piaget believes that in the theory of stages of cognitive development, the stage at which children obtain object permanence is ( ).
A. Sensory motor stage
B. Preoperational stage
C. Concrete operational stage
D. Formal operational stage
[Analysis] In the cognitive development stage theory, the significant sign of the sensorimotor stage is the acquisition of object permanence, that is, when an object disappears from the child's field of vision, the child knows that the object does not exist.
24. [Answer] A
Test point 3. Vygotsky’s view of cognitive development: (fill in the blanks, short answer questions, essay questions)
zone of proximal development
(1) Regarding the relationship between teaching and development, Vygotsky raised three important issues:
one is the idea of " zone of latest development ";
one is that teaching should be in front of development;
one is about the best deadline for learning.
(2) Vygotsky believed that children have two levels of development: one is the child's current level, and the other is the possible development level. The difference between these two levels is the zone of proximal development.
(3) According to the idea of the zone of proximal development, Vygotsky made the famous assertion that "good teaching should be in front of development"
This has two meanings:
① Teaching development plays a leading role in development.
②Teaching creates the zone of proximal development.
(4) Vygotsky emphasized "the best period of learning." Starting a certain kind of teaching must be based on maturity and development, but more importantly, teaching must first be based on the psychological functions that are being formed, and be in front of the formation of functions.
(5) The significance of proposing the zone of proximal development is:
① Educators should not only see the development level that children have reached today, but also see that children are still in a state of formation and in the process of development.
②Teaching must consider the best age.
③ On this basis, one is that teaching is at the forefront of development, and the other is that teaching creates the latest development area and improves the role of teaching in promoting children's psychological development.
exam question link:
(2013) Vygotsky proposed that children have two levels of development One is the current development level of children, and the other is the level that children can achieve with the help of adults. The gap between the two is _______.
[Zone of Recent Development]
Test Points 4. Cognitive Methods Type difference: (multiple choice questions, fill-in-the-blank questions)
Cognitive style, also known as cognitive style , is a unique and stable style displayed by individuals when processing and organizing information in cognitive activities. The
cognitive style is not good or bad, it just shows a certain preference of students for the way of processing information. It mainly affects students' learning styles .
(1) Field independence and field dependence
Witkin According to people's different degrees of dependence on the external environment, cognitive styles are divided into field independence and field dependence.
- field independent : When making judgments about objective things , we often use our own internal reference, which is not easily affected by external factors.
- field dependent : use external reference as the basis for information processing.
Exam question link:
(2018) Individuals who are more dependent on the objective environment during cognitive processing are called ()
A. Field-independent type B. Field-dependent type
C. Contemplative type D. Impulsive type
[B]
(2019) Some students pay great attention to the logical sequence of problems when solving problems and like to solve them step by step. The cognitive style of this type of students belongs to ()
A. Field independent B. Field dependent C. Holistic D. Serial
5. [Refined Analysis] D Students who adopt a serial strategy generally focus on solving a series of sub-problems. They pay great attention to the logical sequence when linking these sub-problems together.
(2021) In the process of information processing, some people have a greater tendency to rely on internal references, and some people have a greater tendency to rely on external references. This reflects the ______ of cognitive factors and the field-dependent type
[Field-independent type]
(2) Contemplative and impulsive types
Kagan
The standard for impulsiveness and contemplation is reaction time and accuracy .
(3) Convergent and divergent types
Guilford
- Convergent type : Individuals often show the characteristics of convergent thinking in the process of solving problems, narrowing the scope of solutions until they find the most appropriate unique correct answer.
- Divergent : Individuals often show the characteristics of divergent thinking in the process of solving problems, expanding in many different directions, and ultimately generating multiple possibilities instead of the only correct answer, so it is easy to generate innovative and novel ideas.
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