I learned in chapter 11 that there are ways to prevent the overconfidence. I found this to be particularly interesting because the overconfidence is something that we do in our every day lives. The definition states that it is when we find something out and we state that we knew that previous to learning what the correct answer was. The chart shows that some ways to prevent this is by saying “I think” rather than “I know,” to be open to feedback and to ask others for their opinions. You could also keep track of the times when you were wrong. I don’t believe however, that this could prevent overconfidence because no matter what you do people will always believe that they are correct. Keeping track of all of the times when they were wrong is impossible because no one could ever actually be correct most of the time. This is important because it shows that there are ways to prevent our faults in our cognitive abilities. This is important because it will overall allow us to develop even more once we can change our faults.
Another thing completely different than overconfidence is the fact that all semester long we learned that cognitive development is relatively similar and then in the final two chapters we learned that its not. We learned that every person develops differently and that there are different types of cognitive development. There is Piagets theory which has every stage of development from when you are born to when you turn 12 and you stay in that stage for the rest of your life. Then there is Vygotsky who said the opposite that children do not develop in stages, rather they aquire all of their information gradually. He says that they do not learn syntax and that children only pick up the rules of language. These two things are important in the world because it shows different viewpoints on the same type of thing. It is interesting that psychology can also be based upon perception. Piaget was criticized because his research was too general and he underestimated the power of childrens cognitive abilities.