1. Chapter 2 Copyright © 2016 by Holcomb Hathaway Publishers

2.  How does our gradually changing motor ability affect cognitive development?  How does our evolving cognitive development affect motor development? Copyright © 2016 by Holcomb Hathaway Publishers

3.  All domains (affective, cognitive, motor, and physical) affect all others  Cognitive and motor development interact continually throughout the lifespan Copyright © 2016 by Holcomb Hathaway Publishers

4.  Clinical psychologist from Switzerland  Known for his pioneering work in children’s intellectual development  Genetic epistemology—the origins of thinking Copyright © 2016 by Holcomb Hathaway Publishers Source: www.biography.com

5. Adaptation: Adjusting to the demands of the environment through two complementary acts:  Assimilation  Accommodation Copyright © 2016 by Holcomb Hathaway Publishers

6.  Four stages of development: 1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational  All children follow the sequence in order  Rate and degree of completion may differ Copyright © 2016 by Holcomb Hathaway Publishers

7.  Creates a foundation for all subsequent efforts to perform bodily movement  Substages:  Exercise of reflexes  Primary circular reactions  Secondary circular reactions  Secondary schemata  Tertiary circular reactions  Inventions of new means through mental combinations Copyright © 2016 by Holcomb Hathaway Publishers

8.  Builds on the skills learned earlier  Language development  Walking  Substages:  Preconceptual  Intuitive Copyright © 2016 by Holcomb Hathaway Publishers

9.  Children are now able to think concrete or logical thoughts  Conservation  Reversibility  Seriation Copyright © 2016 by Holcomb Hathaway Publishers

10.  Consideration of the abstract  Interpropositional thought  Hypothetical-deductive reasoning  Newly emerging values and idealism Copyright © 2016 by Holcomb Hathaway Publishers

11. His clinical method lacked sufficient scientific control. Much of his work was conducted with his own children as subjects. His examination of cognitive change did not have a lifespan orientation. He may have underestimated children’s capabilities. He did not discern well between competency and performance. He placed too little emphasis on the influence of motivation and emotions. His stages of development were too broad. He described but did not clearly explain development. Copyright © 2016 by Holcomb Hathaway Publishers

12.  After reading about Piaget’s stages of development, and the criticisms of the theory, what are your thoughts?  Does the theory make sense? Is it logical?  Or is too broad and not fully explained? Copyright © 2016 by Holcomb Hathaway Publishers

13.  Development is a lifelong process—Need to understand all age groups  Postformal operations  Intellectual decline  Total  Partial Copyright © 2016 by Holcomb Hathaway Publishers

14.  Implicit memory: Unintentional, automatic, without awareness  Does not change much in adulthood  Explicit memory: Deliberate, effortful  Improves from infancy to adulthood; then declines Copyright © 2016 by Holcomb Hathaway Publishers

15.  Exercise and physical activity are highly correlated with cognitive function.  “Physical exercise is a promising nonpharmaceutical intervention to prevent age-related cognitive declines.” (Bherer, Erickson, and Liu-Ambrose, 2013, p. 1) Copyright © 2016 by Holcomb Hathaway Publishers

16.  Improvements to the task-specific knowledge base may lead to better task-specific sport performance.  Categories of knowledge:  Declarative  Procedural Copyright © 2016 by Holcomb Hathaway Publishers When learning a sport, both forms of knowledge are important.

17.  Your grandparents have mixed feelings about participating in classes at the local fitness center. Your grandmother thinks it would be a good idea, but your grandfather says he’s too tired and too old.  How do you convince your grandfather of the importance of physical activity? Copyright © 2016 by Holcomb Hathaway Publishers

18.  Watch examples of Piaget’s conservation (of number, length, volume, mass and area). Watch  Why do children in the early stages of development lack the ability of conservation?  How would the inability to attend to more than one aspect of a problem-solving situation at a time limit a child’s efforts in games or physical activities? Copyright © 2016 by Holcomb Hathaway Publishers