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<v Speaker 1>Welcome back every but they're gonna be looking at the

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<v Speaker 1>cognitive development across the lifespan, so really developmental stages, and

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<v Speaker 1>we're gonna go back to old school here, we're gonna visit,

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<v Speaker 1>revisit PHAs stages. We're gonna go Ygotsky NEOPJ so PJA

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<v Speaker 1>describe qualitative shifts and thinking Bygotsky emphasize the role of

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<v Speaker 1>social interaction and cultural tool tools and the newer version

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<v Speaker 1>of PHA thinking NEOPHA and information processing theories linked development,

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<v Speaker 1>working memory, attention, and speed. So let's see what's going

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<v Speaker 1>on Pha's stage model. We have a couple of things here.

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<v Speaker 1>He believed cognition developed through a sequence of qualitative changes

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<v Speaker 1>where children actively construct knowledge through assimilation and accommodation. His

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<v Speaker 1>four stages remain foundational sensorimotor, which is birth to two

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<v Speaker 1>years to key milestone is the object permanence concept. It's

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<v Speaker 1>a belief that objects continue to exist even when out

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<v Speaker 1>of sight, so when they leave link to early symbolic

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<v Speaker 1>thought and attachment. Pre Operational two to seven is characterized

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<v Speaker 1>by egocentrism, animism, and a failure to understand conservation. Remember

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<v Speaker 1>the old experiment with a taller glass looks like more

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<v Speaker 1>water than a shorter glass, even though they both are

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<v Speaker 1>the same volume. Thinking here is intuitive between two to

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<v Speaker 1>seven years of age, and not logical. Concrete operational logical

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<v Speaker 1>thinking about concrete events emerges at this point. Now they

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<v Speaker 1>gain the idea of conservation, reversibility, and classification skills. A

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<v Speaker 1>child understands, for instance, that spreading coins out doesn't increase

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<v Speaker 1>the amount, so seven to eleven or you can think

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<v Speaker 1>of the old liquor seven to eleven the convenience store.

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<v Speaker 1>Formal operations. The way I remember the order is formal

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<v Speaker 1>operations reminds me of formal right, winter formal for high school,

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<v Speaker 1>usually around the ages of twelve, thirteen, fourteen. Here you

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<v Speaker 1>have abstract reasoning, hypothetical thinking, and metacognition, which is thinking

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<v Speaker 1>about one's own thinking. Adolescens can argue both sides of

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<v Speaker 1>a moral dilemma or reflect on their own cognitive biases. Really,

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<v Speaker 1>their cognition is pretty strong here, not as strong as

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<v Speaker 1>a full adult yet, because you don't have the functional

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<v Speaker 1>connectivity maturation compared to adults. Neopha in theories expanding the

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<v Speaker 1>frame so with the neopasians kept PJA sequenced but added

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<v Speaker 1>insights from cognitive science. The Robbie case, for instance, proposed

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<v Speaker 1>that cognitive development is constrained by working memory capacity. Children

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<v Speaker 1>move through stages when they can hold and process more

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<v Speaker 1>information at once, and emphasis on task complexity, not just age.

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<v Speaker 1>So children may show uneven development across domains depending on experience,

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<v Speaker 1>brain maturation, and strategy use. For example, a child my

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<v Speaker 1>reason abstractly in math, but not in social situations. On

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<v Speaker 1>Brain maturation is influenced a lot by the prenatal environment too,

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<v Speaker 1>so if you have exposure to teratogens during pregnancy, that

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<v Speaker 1>could delay brain maturation. Just as a side note, Vygotsky's

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<v Speaker 1>social cultural theory is learning through interaction. He viewed cognitive

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<v Speaker 1>development as rooted in social experience and cultural tools. Key

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<v Speaker 1>concepts gen he really to remember for the test is

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<v Speaker 1>zone of proximal development, the gap between what a child

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<v Speaker 1>can do alone and with help. Learning is most effective

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<v Speaker 1>in the zone. Clinical application is scaffolding. Temporary support taylor

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<v Speaker 1>to a child's level is used in therapy, education, and parenting.

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<v Speaker 1>Private speech is self directed speech used to guide behavior.

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<v Speaker 1>Reflects internalization of social dialogue. Cultural contexts. Different societies foster

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<v Speaker 1>different cognitive skills depending on their tools, values, and expectations.

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<v Speaker 1>The next theory is called information processing, and you look

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<v Speaker 1>here as almost looking at the brain as a computer system.

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<v Speaker 1>These theories focused on contiguous cognitive development by analyzing attention, memory,

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<v Speaker 1>processing speed, and executive function. So you look at the

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<v Speaker 1>brain again as a computer system, and it improves with

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<v Speaker 1>experience and hardware upgrades. You can almost think of it

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<v Speaker 1>as AI. Unlike Pha's theories, this model explains why some

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<v Speaker 1>children develop skills earlier. They may use better strategies or

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<v Speaker 1>have faster processing speed. So attention control shifting and focusing,

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<v Speaker 1>working memory, holding and manipulating information, and inhibitory control suppressing

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<v Speaker 1>irrelevant information. These components are central and assessing learning disabilities,

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<v Speaker 1>executive function disorders, and ADHD SO key concepts you want

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<v Speaker 1>to pay attention to. For the E triple P's object

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<v Speaker 1>permanence it emerges around eight months. Lack of it explains

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<v Speaker 1>why infants enjoy peekaboo. It's emerging supports symbolic play, which

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<v Speaker 1>predicts later language skills. The other concept is conservation, typically

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<v Speaker 1>develops between five to seven years of age. Failure to

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<v Speaker 1>conserve shows centration focusing on one aspect, height of liquid

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<v Speaker 1>and ignoring others. Theory of mine is the ability to

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<v Speaker 1>understand that others have thoughts, beliefs, and intentions different from

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<v Speaker 1>one's own. Emerges around four to five and assessed with

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<v Speaker 1>false belief tasks impaired and autism spectrum disorders, often affecting

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<v Speaker 1>empathy and social reciprocity. Let me elaborate on the false

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<v Speaker 1>belief task by the way, tests whether a child can

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<v Speaker 1>understand that someone else can hold a belief that is

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<v Speaker 1>different from reality. So an example would be the old

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<v Speaker 1>famous Sally and task. Sally has a basket and has

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<v Speaker 1>a box. Sally puts a marble in her basket and

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<v Speaker 1>leaves the room and takes the marble from the basket

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<v Speaker 1>and puts it in her box. Sally returns question to

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<v Speaker 1>the child, is where will Sally look for the marble.

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<v Speaker 1>The child who understands theory of mind will say in

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<v Speaker 1>the basket, because that's where Sally believes it is, even

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<v Speaker 1>though the child knows it's in the box. A child

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<v Speaker 1>who doesn't understand theory of mind yet will say in

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<v Speaker 1>the box, assuming Sally knows what the child knows, so

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<v Speaker 1>they think they both think the same. Centration is a

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<v Speaker 1>concept from Pha's theory of cognita development, especially during the

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<v Speaker 1>pre operational stages of two to seven. It refers to

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<v Speaker 1>the child's tendency to focus on one aspect of a

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<v Speaker 1>situation while ignoring others and the conservation of liquid task.

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<v Speaker 1>The child sees two identical classes with the same amount

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<v Speaker 1>of liquid. The liquid from one glass is pointed to

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<v Speaker 1>a tall, skinny glass. The child now thinks the tall

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<v Speaker 1>glass is more liquid because they're focused only on height,

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<v Speaker 1>notwith or overall volume. Centration leads to errors in logic

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<v Speaker 1>because the child can't yet coordinate multi multiple dimensions or

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<v Speaker 1>viewpoints wanted to expand on those concepts. Metacognition is that

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<v Speaker 1>another concept that's important begins in late childhood and strengthens

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<v Speaker 1>to adolescence. Involves planning, monitoring and evaluating one's thinking, critical

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<v Speaker 1>and learning strategies, emotion regulation, and therapy insight cognitive changes.

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<v Speaker 1>In adulthood, you have fluid intelligence, which involves reasoning, speed,

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<v Speaker 1>problem solving, and working memory. Peaks in the ear twenties

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<v Speaker 1>to early thirties, then gradually declines. Crystallized intelligence is different.

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<v Speaker 1>It's based on accumulated knowledge, vocabulary and life experience often

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<v Speaker 1>increases into late adulthood. Cognitive plasticities. The brain remains changeable

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<v Speaker 1>across life, especially with mental stimulation, exercise, and learning. Neuroplasticity

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<v Speaker 1>underlies recovery from stroke, adaptation to trauma, and other things.

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<v Speaker 1>Cognitive aging, slowing processing speed, slower processing speed, reduced working memory,

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<v Speaker 1>and occasional word finding difficulties are common by wisdom. Perspective

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<v Speaker 1>take and emotional regulation often improve with aging. Declines and

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<v Speaker 1>episodic memory are typical. Semantic memory tend to remain stable.

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<v Speaker 1>Interaction with social and emotional development development is also involved

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<v Speaker 1>when we're thinking about cognitive development. So a toddler's ability

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<v Speaker 1>to understand object permanence supports attachment theory and a psychodynamic

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<v Speaker 1>concept called object constancy. Theory of mind allows children to

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<v Speaker 1>develop empathy and navigate social rules. Adolescents develop moral reasoning, identity,

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<v Speaker 1>and self consciousness as part of formal operations and expanding

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<v Speaker 1>social awareness. Older adults use crystallized intelligence and emotional insight

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<v Speaker 1>to manage relationships and resolve conflicts with perspective. So emotion

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<v Speaker 1>and cognition intertwine, and they really are involved together in

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<v Speaker 1>those cognitive developmental stages. You can tell some of the assessments.

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<v Speaker 1>Associated or tools like the Bailey Scales, WPSI and the

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<v Speaker 1>Risk five measure age appropriate skills. They also look at

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<v Speaker 1>chronological age and cognitive profile. Those educational interventions, such as

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<v Speaker 1>the Zone of Proximal Development guides differentiated instruction. Children with

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<v Speaker 1>executive function delays can benefit with something called explicit meticognitive

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<v Speaker 1>strategy coaching. Adolescens may need support applying abstract thinking to

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<v Speaker 1>real world planning. Adolescens may need support applying abstract thinking

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<v Speaker 1>to real world Let me elaborate on explicit medicognitive strategy coaching.

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<v Speaker 1>It is a structured teaching approach that helps individuals become

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<v Speaker 1>aware of their own thinking processes and how to regulate them.

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<v Speaker 1>So it involves direct instruction and guided practice. So here's

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<v Speaker 1>an example. Self awareness, what do I know? Planning, How

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<v Speaker 1>will I tackle the task? Monitoring? Is this working? Evaluating

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<v Speaker 1>what can I do better next time? The term explicit

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<v Speaker 1>means that these strategies are not just used, but todd

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<v Speaker 1>openly explained, modeled, and practiced with feedback. So if you

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<v Speaker 1>have a child struggling with reading comprehension, you can use

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<v Speaker 1>the strategy. Explain the strategy, summarizing after each paragraph. Model

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<v Speaker 1>it out loud. I'm going to stop here and summarize

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<v Speaker 1>what I just read, guide a student through the process

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<v Speaker 1>with prompts. Can you tell me what just happened and

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<v Speaker 1>in that paragraph? And encourage reflection? Did summarizing help you

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<v Speaker 1>understand better? Common strategies taught, self questioning, do I understand this?

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<v Speaker 1>Goal setting and planning, thinking out loud, all these are

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<v Speaker 1>big components. Cognitive rehabilitation is another one for adult. Older

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<v Speaker 1>adults with mild cognitive repairment benefit from memory strategies, routine building,

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<v Speaker 1>and social engagement. And finally is lifespan therapy planning. Where

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<v Speaker 1>you have a young children may need play based interventions

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<v Speaker 1>aligned with symbolic capacity. Adolescents can engage in cognitive re

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<v Speaker 1>structuring and goal setting, while older clients may focus on

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<v Speaker 1>life review, meaning making and legacy building. And now we'll

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<v Speaker 1>be heading over to social and cultural components of behavior

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<v Speaker 1>coming up in the next podcast episode. We're switching gears

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<v Speaker 1>away from the developmental stage and heading over to the

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<v Speaker 1>social cultural basis. If you want to keep it at

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<v Speaker 1>the speed of what's happening, that'll be another category we'll

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<v Speaker 1>be covering for a while. Then we go to growth

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<v Speaker 1>and lifespan development. Then we head into other areas like

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<v Speaker 1>assessment and diagnosis, treatment, an intervention, research, and ethical issues

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<v Speaker 1>where we wrap up this study podcast. Thank everybody,