Mind and Memory do take an important in the preoperational stage.
*Theory of Mind*
The theory of mind usually occurs at 4 years of age. It concludes the idea of the ability to correctly infer the contents of someone elses mind. The reason why it is called as a theory is because the contents of this idea are not directly observable.
As an example the Sally-Anne Test or in other words the false belief test shows the idea of the theroy of mind.Let's take a look at a video on the false belief test
These children did not developed the theory of mind yet.
On the other hand these child developed the theory of mind.
Important to mention is that autistic children have deficits with this theory, this may be also the reason for their difficulties for understanding and interactions with other. Here is a video of the Sally-Anne Test with an autistic child..
*Memory*
About the memory is to say that the memory of infants, in the preoperational stage, improve their memory dramatically. There are different steps to do so:
1)Recall/Recognition-> remembering with retrieval cues
-> that means remembering something without cues!
2)Autobiographical memories emerge
3)memories best for familiar items/events
4) Short-term memory and Working memory develop
5)Attention improves
Dienstag, 11. Januar 2011
Preoperational Stage
The preoperational stage, is the second stage of cognitive development. Usually it is present between the 2nd and 7th age of an infant. In this stage the child is yet not ready to make reversivle mental actions or any operations. There are different characteristics of the preoperational stage, which I'm gonna explain you know :))
Characteristics of the Preoperational Stage.
1)Inability to fully distinguish between appearance/reality
This characteristic means that children in this stage are not able to differentiate whether the imaginated things and ideas are reality or not.
For example: a little child believes that a creepy monster is living in its wardrobe and because of this it is afraid to sleep in this room.
2)Transductive logic
Children in a preoperational stage make associations between 2 unrelated actions when they occured randomly together. As an example the mother makes a phonecall afterwards she leaves the house to buy for groceries. The child thinks that its mother leaves the house because of the phone call although both aspects are not related to each other.
3)Animism
To animate means to make sth.alive
The idea of animism is that children give an inanimated object animate characteristics of living objects. As an example the sun is smiling, or the door is mean it hurt me let's hit him so he gets hurt too.
4)Conservation
-centration: This concept means that children only focus on 1 aspect. to give this idea an example I put a video for you..
-furthermore children can not comprehend reversible actions, like the video example when the mother tries to show its son that the amount of water is the same...
5)Artificialism
Thıs means that children think that natural occurances are human made. As an example the child think that clouds, the sun, the mountains are all made by human.
6)Egocentrism
In the preoperational stage the child is not able to see from another person's perspective.
For instance the three mountain test
Here is a video to comprehend the idea more efficiently:
Characteristics of the Preoperational Stage.
1)Inability to fully distinguish between appearance/reality
This characteristic means that children in this stage are not able to differentiate whether the imaginated things and ideas are reality or not.
For example: a little child believes that a creepy monster is living in its wardrobe and because of this it is afraid to sleep in this room.
2)Transductive logic
Children in a preoperational stage make associations between 2 unrelated actions when they occured randomly together. As an example the mother makes a phonecall afterwards she leaves the house to buy for groceries. The child thinks that its mother leaves the house because of the phone call although both aspects are not related to each other.
3)Animism
To animate means to make sth.alive
The idea of animism is that children give an inanimated object animate characteristics of living objects. As an example the sun is smiling, or the door is mean it hurt me let's hit him so he gets hurt too.
4)Conservation
-centration: This concept means that children only focus on 1 aspect. to give this idea an example I put a video for you..
-furthermore children can not comprehend reversible actions, like the video example when the mother tries to show its son that the amount of water is the same...
5)Artificialism
Thıs means that children think that natural occurances are human made. As an example the child think that clouds, the sun, the mountains are all made by human.
6)Egocentrism
In the preoperational stage the child is not able to see from another person's perspective.
For instance the three mountain test
Sonntag, 9. Januar 2011
Self-Concept
Did you know that children do not have a Self-Concept until they are about 18 months old? The idea of Self-Concept is that shortly knowing who you are, later on what you belief, which gender you have etc., in other words to be able to identify your self. The development of Sef-concept is very important for a child, because it is the beginning of individuation, the child becomes seperate from others and is a single human being. Whether children became a self-concept or not can be simply checked, when they identify their selves in a mirror. Parents or researches try this out by putting red rouge on the nose of the child and put it in front of a mirror...Here are some videos to show the difference between a child you get Self-concept and who didn't get it yet...By the way I tried this experiment too and the little babygirl thought it was another girl who has red rouge on the nose, that was really cute, but unfortunately I didn't take that moment on cam....
1) This little girl is still younger than 18 months old, because of this she does not realize that it her in front of the mirror, that's why she doesn't try to wipe off the rouge from her face, or touch her own face.
2) This little boy has developed Self-Concept, because as he sees the make-up in his face in the mirror, he touches his reals face and knows that the rouge is on his face.
1) This little girl is still younger than 18 months old, because of this she does not realize that it her in front of the mirror, that's why she doesn't try to wipe off the rouge from her face, or touch her own face.
2) This little boy has developed Self-Concept, because as he sees the make-up in his face in the mirror, he touches his reals face and knows that the rouge is on his face.
Dienstag, 4. Januar 2011
End of the semester
Hey guys,
wow I can't believe that one semester is done right now and now I'm preparing for the finals, or let's say I should be learning for the finals =D
Actually I feel a little guilty, because I didn't do my work, like I had planned in the beginning of the semester, but I decides that I'll be still writing on this blog, even when I don't have lectures anymore, there are a lot of things I didn't posted yet and I'm sure there will be a lot of more things that I'll find around and but them later on in my blog. In the second semester we will have adolescence development, I don't know whether our prof. is going to ask us to create a blog there too, but anyhow I think that it might be possible that I share again those info. with you. Now I have to turn back to write my essay, but I think that I'll be back very soon, because sharing info. with you here is also a way to keep these things in my mind, so in other words a way to learn for the finals :P
Montag, 13. Dezember 2010
Attachment
In the last blog entry I've posted, I told you about a specific type of attachment: the secure base.
But the question is do you even have an idea about the attachment in general? No?? Probably you all have somehow an idea about that, but I still want to examine it a little for you.
According to a source I found the definition of Attachment is: "an emotional bound to another person." Actually I think that this is clear to all of us ;) Furthermore talking about the attachment theory means to analyze "lasting psychological connectedness between human beings".
John Bowlby and Mary Ainsworth are the first theorists coming to mind, when talking about attachment theories.
Talking about Attachment these types of characteristics are meant.
Safe Haven: he child wants its mother whenever it gets afraid or feels threathened
Secure Base: the interaction is very important, so the mother needs to provide all emotional and necessary needs, to build a close relationship to the child.
Proximity Maintenance:the child starts to explore the world, but whenever it gets afraid it knows that its mother will be there, so whenever it is afraid it turns back to mother.
Seperation Distress: whenever the mother leaves, the child gets distressed and doesn't feel well
There are 3 different types of attachment, which you also should know.
These are:
1)Secure Base
2) Ambivalant
3) Avoidant
1)Secure Base
The secure base is the type of attachment I talked about in the last blog. It is the best one, which also affects the future life of the child in the most positive way.
2) Ambivalant
The case of ambivalant happens, when the child gets afraid, when the mother leaves, but even when the mother comes back, the child still doesn't feel in comfort. The reason, why this type of reaction might occur is that probably the mother is not always there whenever the child needs her. So she couldn't build a very stable and close relationship to the child and the child doesn't know, whether it can trust her or not.
3) Avoidant
Children who shows these characteristics, do usually avoid their mother or closest caregiver. They do not cry when she leaves or when she comes back, in other ways they ignore her. But important to mention is that these children are still distressed, when the mother leaves, but the case is that they try to look strong (this happens unconciously!). The mother of such kind of child is probably never there, when the child needs her, so the child tries to get on without her.
Something else that you should know is, that object permanence is very important in case of attachment! You probably realized that children, who finally know that an object exists even when they are not present at the moment, start to build such a attachment to their caregiver, because in times before that they do usually cry so their basic needs get satisfied by someone.
But the question is do you even have an idea about the attachment in general? No?? Probably you all have somehow an idea about that, but I still want to examine it a little for you.
According to a source I found the definition of Attachment is: "an emotional bound to another person." Actually I think that this is clear to all of us ;) Furthermore talking about the attachment theory means to analyze "lasting psychological connectedness between human beings".
John Bowlby and Mary Ainsworth are the first theorists coming to mind, when talking about attachment theories.
Talking about Attachment these types of characteristics are meant.
Safe Haven: he child wants its mother whenever it gets afraid or feels threathened
Secure Base: the interaction is very important, so the mother needs to provide all emotional and necessary needs, to build a close relationship to the child.
Proximity Maintenance:the child starts to explore the world, but whenever it gets afraid it knows that its mother will be there, so whenever it is afraid it turns back to mother.
Seperation Distress: whenever the mother leaves, the child gets distressed and doesn't feel well
There are 3 different types of attachment, which you also should know.
These are:
1)Secure Base
2) Ambivalant
3) Avoidant
1)Secure Base
The secure base is the type of attachment I talked about in the last blog. It is the best one, which also affects the future life of the child in the most positive way.
2) Ambivalant
The case of ambivalant happens, when the child gets afraid, when the mother leaves, but even when the mother comes back, the child still doesn't feel in comfort. The reason, why this type of reaction might occur is that probably the mother is not always there whenever the child needs her. So she couldn't build a very stable and close relationship to the child and the child doesn't know, whether it can trust her or not.
3) Avoidant
Children who shows these characteristics, do usually avoid their mother or closest caregiver. They do not cry when she leaves or when she comes back, in other ways they ignore her. But important to mention is that these children are still distressed, when the mother leaves, but the case is that they try to look strong (this happens unconciously!). The mother of such kind of child is probably never there, when the child needs her, so the child tries to get on without her.
Something else that you should know is, that object permanence is very important in case of attachment! You probably realized that children, who finally know that an object exists even when they are not present at the moment, start to build such a attachment to their caregiver, because in times before that they do usually cry so their basic needs get satisfied by someone.
Sonntag, 12. Dezember 2010
Attachment: Secure Base
Hi over there!!
I know I didn't write since a long time, but now I think it's time again to post something for you :)
Do you have children? Probably most of you have, even when not you must have at least one in your surrounding. Okay what I want to ask you is that whether you have ever realized the relationship and interaction of the child to its mother or any nearest caregiver. Usually infants tend to cry whenever the mother is leaving and it has to stay with a stranger, and the baby doesn't stop until the mother is coming back. Luckily the baby stops when the mother comes back. Actually we all know that this is really annoying and we tend to take a deep breath when it stops crying. But we all have to know, that this reaction is the one which shows the best attachment of a child to its caregiver. This type of attachment is called: Secure Base. The child has a very close relation to its caregiver. Probably because the mother has a close interaction to its child and provides all its needs. Furthermore the child knows that it can trust its mother and that she'll be there, whenever it needs her. Let me show you an example about this type of attachment.
I know I didn't write since a long time, but now I think it's time again to post something for you :)
Do you have children? Probably most of you have, even when not you must have at least one in your surrounding. Okay what I want to ask you is that whether you have ever realized the relationship and interaction of the child to its mother or any nearest caregiver. Usually infants tend to cry whenever the mother is leaving and it has to stay with a stranger, and the baby doesn't stop until the mother is coming back. Luckily the baby stops when the mother comes back. Actually we all know that this is really annoying and we tend to take a deep breath when it stops crying. But we all have to know, that this reaction is the one which shows the best attachment of a child to its caregiver. This type of attachment is called: Secure Base. The child has a very close relation to its caregiver. Probably because the mother has a close interaction to its child and provides all its needs. Furthermore the child knows that it can trust its mother and that she'll be there, whenever it needs her. Let me show you an example about this type of attachment.
Sonntag, 21. November 2010
Cognitive Development
In context with cognitive development 2 very famous person comes to mind. J.B.Watson and of course Jean Piaget.
These two psychologists had different but very similar theories about a cognitive development process during the growth of an infant.
For John B.Watson children were born as "blank slates", in other words this means he thought children learn things only through experiences.
Very similar t othis Jean Piaget said: "Children develop in sequences, series and stages."
Now let's take a look at these different stages Piaget talked about.
He categorized infant's development into 4 different stages. In his opinion the ages, where these facts occur, may differ but the sequence always remains the same.
Sensorimotor
Sensorimotor is the first one of Piaget's stages. According to Piaget this stage occurs from birth to approximately 2nd year of the child. In this stage there is a lack of language, the child has no use for symbols or any mental representations for objects. Important to mention is that in this stage reflexive responds end, in other words this means the child is able to produce interesting stimulations. Furthermore it develops object concepts and a basic language.
As an example: an infant, who is in the sensorimotor stage, shows only interest to an object for example to a toy, when he sees it, in the absence of the object it doesn't look for it or searches the object.
Preoperational
This is the 2nd stage and usually occurs between 2 and 7 years. In this stage the infant begins to represent the mentally. But important to mention is that the infant's thoughts are egocentric. It does not focus on 2 different aspects of a situation. This affects to a lack of conversation. Other characteristics are animisim, artificialism, objective responsibility for wrongdoing etc.
In this concept, we do have an example too: A child is not able to say that both bottle have the same amount of fluid, when one of the bottles is thin and long and the other flat and short, although the volume is the same.
Concrete Operational
The 3rd stage occurs approx. from 7 years to 12 years. Now logical mental actions, conversation concepts, understanding the opinions of others, ability to classify objects into different series and comprehension for basic relational concepts begin.
Formal Operational
This is the 4th and last one of Piaget's stages. Finally the child develops an adult thought , deductive logic, consideration of various possibilities for problem solving, abstract thoughts and hypothesis.
These two psychologists had different but very similar theories about a cognitive development process during the growth of an infant.
For John B.Watson children were born as "blank slates", in other words this means he thought children learn things only through experiences.
Very similar t othis Jean Piaget said: "Children develop in sequences, series and stages."
Now let's take a look at these different stages Piaget talked about.
He categorized infant's development into 4 different stages. In his opinion the ages, where these facts occur, may differ but the sequence always remains the same.
Sensorimotor
Sensorimotor is the first one of Piaget's stages. According to Piaget this stage occurs from birth to approximately 2nd year of the child. In this stage there is a lack of language, the child has no use for symbols or any mental representations for objects. Important to mention is that in this stage reflexive responds end, in other words this means the child is able to produce interesting stimulations. Furthermore it develops object concepts and a basic language.
As an example: an infant, who is in the sensorimotor stage, shows only interest to an object for example to a toy, when he sees it, in the absence of the object it doesn't look for it or searches the object.
Preoperational
This is the 2nd stage and usually occurs between 2 and 7 years. In this stage the infant begins to represent the mentally. But important to mention is that the infant's thoughts are egocentric. It does not focus on 2 different aspects of a situation. This affects to a lack of conversation. Other characteristics are animisim, artificialism, objective responsibility for wrongdoing etc.
In this concept, we do have an example too: A child is not able to say that both bottle have the same amount of fluid, when one of the bottles is thin and long and the other flat and short, although the volume is the same.
Concrete Operational
The 3rd stage occurs approx. from 7 years to 12 years. Now logical mental actions, conversation concepts, understanding the opinions of others, ability to classify objects into different series and comprehension for basic relational concepts begin.
Formal Operational
This is the 4th and last one of Piaget's stages. Finally the child develops an adult thought , deductive logic, consideration of various possibilities for problem solving, abstract thoughts and hypothesis.
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