COGNITIVE AND

LANGUAGE
DEVELOPMENT
GROUP 3 MEMBERS

Sharee Candace N. Cobol

Rahma J. Dagadas

Charliemae M. Dela Torre

Steffanie G. Duazo

Michelle M. Dumagan
WHAT IS COGNITION?

WHAT IS COGNITIVE
DEVELOPMENT?
COGNITION

 The term cognition is derived from the Latin

word “cognoscere” which means to know, or to
recognize or to conceptualize.

 Mental action or process of acquiring knowledge

and understanding through thought, experience,
and the senses.
Cognitive Development

 emergence the ability to think and

understand.

The acquisition of the ability to think,

reason and problem solve.
Cognitive Development

is the construction of thought

processes, including remembering,
problem solving, and decision-making,
from childhood through adolescence to
adulthood.
refers to how a person perceives, thinks,
and gains understanding of his or her
world through the interaction of genetic
and learned factors. Among the areas of
cognitive development are information
processing, intelligence , reasoning, 
language development , and memory.
The oldest is through intelligence tests, such as the widely used Stanford
Binet Intelligence Quotient (IQ) test.

first adopted for use in the United States

by psychologist Lewis Terman (1877–
1956) in 1916 from a French model
pioneered in 1905
IQ scoring  Based on the concept Mental Age

 according to which the scores of a child of

average intelligence match his or her age,
while a gifted child's performance is
comparable to that of an older child, and a
slow learner's scores are similar to those of a
younger child.
Piaget's theory of cognitive development

Jean Piaget is a French

psychologist. A most
well-known and
influential theory of
cognitive development.

 He proposed a more active role for them

than that suggested by learning theory.

 He envisioned a child's knowledge as

composed of schemas, basic units of
knowledge used to organize past
experiences and serve as a basis for
understanding new ones.
 Piaget's theory of cognitive development

Schemas
►are continually being modified by
two complementary processes that
Piaget termed assimilation and
accommodation.
Assimilatio
n
 refers to the process of taking in new
information by incorporating it into
an existing schema.
Accommodatio
n
 happens when the schema itself changes
to accommodate new knowledge.
 Piaget's theory of cognitive development

Assimilatio balance
Accommodation
n

Equilibratio
n
 Piaget's theory of cognitive development

Sensorimotor
stage (infancy)
• Intelligence is demonstrated through motor activity without the
use of symbols.
• Children acquire object permanence at about seven months of
age (memory).
• Physical development (mobility) allows the child to begin
developing new intellectual abilities. Some symbolic
(language) abilities are developed at the end of this stage.
Piaget's theory of cognitive development

Pre-operational stage
(toddlerhood and early
childhood)
• intelligence is demonstrated through
the use of symbols, language use
matures, and memory and imagination
are developed, but thinking is done in
a non-logical, non-reversible manner.
Egocentric thinking predominates.
 Piaget's theory of cognitive development

Concrete operational stage

(elementary and early
adolescence)
• characterized by seven types of conservation
(number, length, liquid, mass, weight, area,
and volume), intelligence is demonstrated
through logical and systematic manipulation
of symbols related to concrete objects.
Operational thinking develops (mental
actions that are reversible). Egocentric
thought diminishes.
 Piaget's theory of cognitive development

Formal operational stage

(adolescence and adulthood)
• intelligence is demonstrated
through the logical use of
symbols related to abstract
concepts. Early in the period
there is a return to egocentric
thought.
 Piaget's theory of cognitive development

 Information-
processing Approach
 which uses the computer as a model to provide
new insight into how the human mind receives,
stores, retrieves, and uses information.
 Researchers using information-processing
theory to study cognitive development in
children have focused on areas such as the
gradual improvements in children's ability to
take in information and focus selectively on
certain parts of it and their increasing attention
spans and capacity for memory storage
 Piaget's theory of cognitive development

Age Activity
One month Watches person when spoken to.
Two months Smiles at familiar person talking. Begins to
follow moving person with eyes.
Four months Shows interest in bottle, breast, familiar toy, or
new surroundings.
Five months Smiles at own image in mirror. Looks for fallen
objects.
Six months May stick out tongue in imitation. Laughs at
peekaboo game. Vocalizes at mirror image. May
act shy around strangers.
 Piaget's theory of cognitive development

Age Activity
Seven months Responds to own name. Tries to establish contact with a
person by cough or other noise.
Eight months Reaches for toys out of reach. Responds to "no."

Nine months Shows likes and dislikes. May try to prevent face-washing
or other activity that is disliked. Shows excitement and
interest in foods or toys that are well-liked.
Ten months Starts to understand some words. Waves bye-bye. Holds out
arm or leg for dressing.
Eleven months Repeats performance that is laughed at. Likes repetitive
play. Shows interest in books.
Twelve months May understand some "where is...?" questions. May kiss on
request.
 Piaget's theory of cognitive development

Age Activity
Fifteen months Asks for objects by pointing. Starting to feed self.
Negativism begins.
Eighteen Points to familiar objects when asked "where
months is...?" Mimics familiar adult activities. Know some
body parts. Obeys two or three simple orders.
Two years Names a few familiar objects. Draws with
crayons. Obeys found simple orders. Participates
in parallel play.
Two-and-a-half Names several common objects. Begins to take
years interest in sex organs. Gives full names. Helps to
put things away. Peak of negativism.
 Piaget's theory of cognitive development

Age Activity
Three years Constantly asks questions. May count to ten.
Begins to draw specific objects. Dresses and
undresses doll. Participates in cooperative play.
Talks about things that have happened.
Four years May make up silly words and stories. Beginning
to draw pictures that represent familiar things.
Pretends to read and write. May recognize a few
common words, such as own name.
Five years Can recognize and reproduce many shapes,
letters, and numbers. Tells long stories. Begins to
understand the difference between real events
and make-believe ones. Asks meaning of words.
LEV VYGOTSKY
Vygotsky’s Sociocultural Theory of Cognitive
Development

 He argued that it is the language,

writings, and concepts arising from
the culture that elicit the highest
level of cognitive thinking.
 Vygotsky’s Sociocultural Theory of Cognitive
Development

 He believed that the social interactions with

adults and more learned peers can facilitate a
child’s potential for learning.

 Without this interpersonal instruction, he

believed children’s minds would not advance
very far as their knowledge would be based only
on their own discoveries. Let’s review some of
Vygotsky’s key concepts.
What is
h i s b es t
known
concept?
?
 Zone of Proximal
Development (ZPD). 
 which occurs when they can almost perform a
task, but not quite on their own without
assistance.

Scaffolding

 is the temporary support that

parents or teachers give a child
to do a task.
 Do you ever
talk to
yourself? 

WHY?
  Egocentric
Speech
• a practice engaged in because of a
child’s inability to see things from
another’s point of view. – Piaget
Interpreted.
• believed that children talk to
themselves in order to solve problems
or clarify thoughts. - Vygotsky
 What is
Language
development?
Language development

 is the process by which children

come to understand and
communicate language during early
childhood.
 THEORIES OF LANGUAGE DEVELOPMENT

Humans, especially children, have an amazing

ability to learn language. Within the first year of
life, children will have learned many of the
necessary concepts to have functional language,
although it will still take years for their capabilities
to develop fully.
Language development is the process by which
children come to understand and communicate
during early childhood.
 1. SKINNER: OPERANT CONDITIONING

 B.F Skinner believed that children learn language

through operant conditioning: in other words,
children receive “rewards” for using language in a
functional manner.

 For example, a child learns to say the word “drink”

when she is thirsty; she receives something to
drink, which reinforces her use of the word for
getting a drink, and thus she will continue to do so.
 This follows the four-term contingency that
Skinner believed was the basis of language
development—motivating operations,
discriminative stimuli, response, and
reinforcing stimuli. Skinner also suggested
that children learn language through
imitation of other, prompting, and shaping.
 2.CHOMSKY: LANGUAGE ACQUISITION DEVICE

 Noam Chomsky’s work discusses the

biological basis for language and claims
that children have innate abilities to
learn language.
 LAD (Language Acquisition Device)
 Chomsky terms this innate ability the
“language acquisition device.”
He has observed that all children make the same
type of language errors; regardless of the
language they are taught.
Chomsky also believes in the existence of a
“universal grammar,” which posits that there are
certain grammatical rules all human languages
share. However, his research does not identify
areas of the brain or a genetic basis that enables
human’s innate ability for language.
 3. PIAGET: ASSIMILATION AND ACCOMMODATION

 Jean Piaget’s theory of language development

suggests that children use both assimilation
and accommodation to learn language.
 Assimilation is the process of changing one’s
environment to place information into an
already-existing schema (or idea).

 Accommodation is the process of changing

one’s schema to adapt to the new
environment.
Piaget believed children need to first develop
mentally before language acquisition can occur.

According to him, children first create mental

structures within the mind (schemas) and from
these schemas, language development happens.
 
 4. VYGOTSKY: ZONE OF PROXIMAL
DEVELOPMENT
 
Lev Vygostky’s theory of language development
focused on social learning and the zone of
proximal development (ZPD).
The ZPD is a level of development obtained when
children engage in social interactions with others;
it is the distance between a child’s potential to
learn and the actual learning that takes place.
Vygotsky’s theory also demonstrated that Piaget
underestimated the importance of social
interactions in the development of language.
 LANGUAGE AND
COGNITION
 Two different styles of language
development
Referential Language Development

children first speak single words and then join words

together, first into two-word sentences and then into
three-word sentences.

Expressive Language Development

children first speak in long unintelligible babbles that

mimic the cadence and rhythm of adult speech. Most
children use a combination these styles.
 The following timeline gives an overview of the
ages at which children generally acquire language:

• 4-6 months: Babbling using all sounds

• 6-9 months: Babbling becomes more focused
—narrowing of sounds.
• 10-12 months: First words develop
• 18-24 months: Children begin using two-
word phrases
• 2-3 years old: Children begin using three-
word phrases in correct order with
inflection.
• 4-5 years old: Children start speaking with
nearly complete syntax.
• 5-7 years old: Children begin using and
understanding more complex language
• 9 years and older: Children understand
almost all forms of language.
KEYPOINT:

In language acquisition, there is a hypothesis that a

“critical period,” or a time when it is optimal to learn
language exists in children. Part of this hypothesis is
that if a child is not exposed to a language in the early
years of life, he or she will never have full intuitive
command of a first language.
 REFERENCES:
Bjorklund, David F. Children's Thinking: Cognitive Development and Individual
Differences. Stamford, CT: Wadsworth Publishing, 2004.
Pica, Rae. Your Active Child: How to Boost Physical, Emotional, and Cognitive Development
Through Age-Appropriate Activity. New York: McGraw-Hill, 2003.
Thornton, Stephanie. Growing Minds: An Introduction to Children's Cognitive
Development. New York: Palgrave Macmillan, 2003.
Wadsworth, Barry J. Piaget's Theory of Cognitive and Affective Development: Foundations
of Constructivism , 5th ed. Upper Saddle River, NJ: Allyn & Bacon, 2003.

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