Speaker 1: Welcome back every but they're gonna be looking at the
Speaker 1: cognitive development across the lifespan, so really developmental stages, and
Speaker 1: we're gonna go back to old school here, we're gonna visit,
Speaker 1: revisit PHAs stages. We're gonna go Ygotsky NEOPJ so PJA
Speaker 1: describe qualitative shifts and thinking Bygotsky emphasize the role of
Speaker 1: social interaction and cultural tool tools and the newer version
Speaker 1: of PHA thinking NEOPHA and information processing theories linked development,
Speaker 1: working memory, attention, and speed. So let's see what's going
Speaker 1: on Pha's stage model. We have a couple of things here.
Speaker 1: He believed cognition developed through a sequence of qualitative changes
Speaker 1: where children actively construct knowledge through assimilation and accommodation. His
Speaker 1: four stages remain foundational sensorimotor, which is birth to two
Speaker 1: years to key milestone is the object permanence concept. It's
Speaker 1: a belief that objects continue to exist even when out
Speaker 1: of sight, so when they leave link to early symbolic
Speaker 1: thought and attachment. Pre Operational two to seven is characterized
Speaker 1: by egocentrism, animism, and a failure to understand conservation. Remember
Speaker 1: the old experiment with a taller glass looks like more
Speaker 1: water than a shorter glass, even though they both are
Speaker 1: the same volume. Thinking here is intuitive between two to
Speaker 1: seven years of age, and not logical. Concrete operational logical
Speaker 1: thinking about concrete events emerges at this point. Now they
Speaker 1: gain the idea of conservation, reversibility, and classification skills. A
Speaker 1: child understands, for instance, that spreading coins out doesn't increase
Speaker 1: the amount, so seven to eleven or you can think
Speaker 1: of the old liquor seven to eleven the convenience store.
Speaker 1: Formal operations. The way I remember the order is formal
Speaker 1: operations reminds me of formal right, winter formal for high school,
Speaker 1: usually around the ages of twelve, thirteen, fourteen. Here you
Speaker 1: have abstract reasoning, hypothetical thinking, and metacognition, which is thinking
Speaker 1: about one's own thinking. Adolescens can argue both sides of
Speaker 1: a moral dilemma or reflect on their own cognitive biases. Really,
Speaker 1: their cognition is pretty strong here, not as strong as
Speaker 1: a full adult yet, because you don't have the functional
Speaker 1: connectivity maturation compared to adults. Neopha in theories expanding the
Speaker 1: frame so with the neopasians kept PJA sequenced but added
Speaker 1: insights from cognitive science. The Robbie case, for instance, proposed
Speaker 1: that cognitive development is constrained by working memory capacity. Children
Speaker 1: move through stages when they can hold and process more
Speaker 1: information at once, and emphasis on task complexity, not just age.
Speaker 1: So children may show uneven development across domains depending on experience,
Speaker 1: brain maturation, and strategy use. For example, a child my
Speaker 1: reason abstractly in math, but not in social situations. On
Speaker 1: Brain maturation is influenced a lot by the prenatal environment too,
Speaker 1: so if you have exposure to teratogens during pregnancy, that
Speaker 1: could delay brain maturation. Just as a side note, Vygotsky's
Speaker 1: social cultural theory is learning through interaction. He viewed cognitive
Speaker 1: development as rooted in social experience and cultural tools. Key
Speaker 1: concepts gen he really to remember for the test is
Speaker 1: zone of proximal development, the gap between what a child
Speaker 1: can do alone and with help. Learning is most effective
Speaker 1: in the zone. Clinical application is scaffolding. Temporary support taylor
Speaker 1: to a child's level is used in therapy, education, and parenting.
Speaker 1: Private speech is self directed speech used to guide behavior.
Speaker 1: Reflects internalization of social dialogue. Cultural contexts. Different societies foster
Speaker 1: different cognitive skills depending on their tools, values, and expectations.
Speaker 1: The next theory is called information processing, and you look
Speaker 1: here as almost looking at the brain as a computer system.
Speaker 1: These theories focused on contiguous cognitive development by analyzing attention, memory,
Speaker 1: processing speed, and executive function. So you look at the
Speaker 1: brain again as a computer system, and it improves with
Speaker 1: experience and hardware upgrades. You can almost think of it
Speaker 1: as AI. Unlike Pha's theories, this model explains why some
Speaker 1: children develop skills earlier. They may use better strategies or
Speaker 1: have faster processing speed. So attention control shifting and focusing,
Speaker 1: working memory, holding and manipulating information, and inhibitory control suppressing
Speaker 1: irrelevant information. These components are central and assessing learning disabilities,
Speaker 1: executive function disorders, and ADHD SO key concepts you want
Speaker 1: to pay attention to. For the E triple P's object
Speaker 1: permanence it emerges around eight months. Lack of it explains
Speaker 1: why infants enjoy peekaboo. It's emerging supports symbolic play, which
Speaker 1: predicts later language skills. The other concept is conservation, typically
Speaker 1: develops between five to seven years of age. Failure to
Speaker 1: conserve shows centration focusing on one aspect, height of liquid
Speaker 1: and ignoring others. Theory of mine is the ability to
Speaker 1: understand that others have thoughts, beliefs, and intentions different from
Speaker 1: one's own. Emerges around four to five and assessed with
Speaker 1: false belief tasks impaired and autism spectrum disorders, often affecting
Speaker 1: empathy and social reciprocity. Let me elaborate on the false
Speaker 1: belief task by the way, tests whether a child can
Speaker 1: understand that someone else can hold a belief that is
Speaker 1: different from reality. So an example would be the old
Speaker 1: famous Sally and task. Sally has a basket and has
Speaker 1: a box. Sally puts a marble in her basket and
Speaker 1: leaves the room and takes the marble from the basket
Speaker 1: and puts it in her box. Sally returns question to
Speaker 1: the child, is where will Sally look for the marble.
Speaker 1: The child who understands theory of mind will say in
Speaker 1: the basket, because that's where Sally believes it is, even
Speaker 1: though the child knows it's in the box. A child
Speaker 1: who doesn't understand theory of mind yet will say in
Speaker 1: the box, assuming Sally knows what the child knows, so
Speaker 1: they think they both think the same. Centration is a
Speaker 1: concept from Pha's theory of cognita development, especially during the
Speaker 1: pre operational stages of two to seven. It refers to
Speaker 1: the child's tendency to focus on one aspect of a
Speaker 1: situation while ignoring others and the conservation of liquid task.
Speaker 1: The child sees two identical classes with the same amount
Speaker 1: of liquid. The liquid from one glass is pointed to
Speaker 1: a tall, skinny glass. The child now thinks the tall
Speaker 1: glass is more liquid because they're focused only on height,
Speaker 1: notwith or overall volume. Centration leads to errors in logic
Speaker 1: because the child can't yet coordinate multi multiple dimensions or
Speaker 1: viewpoints wanted to expand on those concepts. Metacognition is that
Speaker 1: another concept that's important begins in late childhood and strengthens
Speaker 1: to adolescence. Involves planning, monitoring and evaluating one's thinking, critical
Speaker 1: and learning strategies, emotion regulation, and therapy insight cognitive changes.
Speaker 1: In adulthood, you have fluid intelligence, which involves reasoning, speed,
Speaker 1: problem solving, and working memory. Peaks in the ear twenties
Speaker 1: to early thirties, then gradually declines. Crystallized intelligence is different.
Speaker 1: It's based on accumulated knowledge, vocabulary and life experience often
Speaker 1: increases into late adulthood. Cognitive plasticities. The brain remains changeable
Speaker 1: across life, especially with mental stimulation, exercise, and learning. Neuroplasticity
Speaker 1: underlies recovery from stroke, adaptation to trauma, and other things.
Speaker 1: Cognitive aging, slowing processing speed, slower processing speed, reduced working memory,
Speaker 1: and occasional word finding difficulties are common by wisdom. Perspective
Speaker 1: take and emotional regulation often improve with aging. Declines and
Speaker 1: episodic memory are typical. Semantic memory tend to remain stable.
Speaker 1: Interaction with social and emotional development development is also involved
Speaker 1: when we're thinking about cognitive development. So a toddler's ability
Speaker 1: to understand object permanence supports attachment theory and a psychodynamic
Speaker 1: concept called object constancy. Theory of mind allows children to
Speaker 1: develop empathy and navigate social rules. Adolescents develop moral reasoning, identity,
Speaker 1: and self consciousness as part of formal operations and expanding
Speaker 1: social awareness. Older adults use crystallized intelligence and emotional insight
Speaker 1: to manage relationships and resolve conflicts with perspective. So emotion
Speaker 1: and cognition intertwine, and they really are involved together in
Speaker 1: those cognitive developmental stages. You can tell some of the assessments.
Speaker 1: Associated or tools like the Bailey Scales, WPSI and the
Speaker 1: Risk five measure age appropriate skills. They also look at
Speaker 1: chronological age and cognitive profile. Those educational interventions, such as
Speaker 1: the Zone of Proximal Development guides differentiated instruction. Children with
Speaker 1: executive function delays can benefit with something called explicit meticognitive
Speaker 1: strategy coaching. Adolescens may need support applying abstract thinking to
Speaker 1: real world planning. Adolescens may need support applying abstract thinking
Speaker 1: to real world Let me elaborate on explicit medicognitive strategy coaching.
Speaker 1: It is a structured teaching approach that helps individuals become
Speaker 1: aware of their own thinking processes and how to regulate them.
Speaker 1: So it involves direct instruction and guided practice. So here's
Speaker 1: an example. Self awareness, what do I know? Planning, How
Speaker 1: will I tackle the task? Monitoring? Is this working? Evaluating
Speaker 1: what can I do better next time? The term explicit
Speaker 1: means that these strategies are not just used, but todd
Speaker 1: openly explained, modeled, and practiced with feedback. So if you
Speaker 1: have a child struggling with reading comprehension, you can use
Speaker 1: the strategy. Explain the strategy, summarizing after each paragraph. Model
Speaker 1: it out loud. I'm going to stop here and summarize
Speaker 1: what I just read, guide a student through the process
Speaker 1: with prompts. Can you tell me what just happened and
Speaker 1: in that paragraph? And encourage reflection? Did summarizing help you
Speaker 1: understand better? Common strategies taught, self questioning, do I understand this?
Speaker 1: Goal setting and planning, thinking out loud, all these are
Speaker 1: big components. Cognitive rehabilitation is another one for adult. Older
Speaker 1: adults with mild cognitive repairment benefit from memory strategies, routine building,
Speaker 1: and social engagement. And finally is lifespan therapy planning. Where
Speaker 1: you have a young children may need play based interventions
Speaker 1: aligned with symbolic capacity. Adolescents can engage in cognitive re
Speaker 1: structuring and goal setting, while older clients may focus on
Speaker 1: life review, meaning making and legacy building. And now we'll
Speaker 1: be heading over to social and cultural components of behavior
Speaker 1: coming up in the next podcast episode. We're switching gears
Speaker 1: away from the developmental stage and heading over to the
Speaker 1: social cultural basis. If you want to keep it at
Speaker 1: the speed of what's happening, that'll be another category we'll
Speaker 1: be covering for a while. Then we go to growth
Speaker 1: and lifespan development. Then we head into other areas like
Speaker 1: assessment and diagnosis, treatment, an intervention, research, and ethical issues
Speaker 1: where we wrap up this study podcast. Thank everybody,