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.
I found this video explaining the difficult concepts of schemas, assimilation, and accommodation. With this, the author describes the differences between the three and how they connect to one another. The difference between assimilation and accommodation is that when you assimilate something, you add more to that original schema so that different things can fit into it(such as the fouton example). Accomodation is when you completely alter or cross out the schema you original had to make an entire new one. This connects to the course in whole because it was a lesson that was taught in class as well. I hope this clarifies!
This video demonstrates Piagets Stages of Development. It shows each stage with an example of a child doing them. It shows what each stage consists of and how they are different and how cognitive ability and abstract thinking grows as you age. This relates to class because it talks about an aspect of cognitive development and the different phases that a developing mind goes through.
I found this video where he talks about how all decisions we make are founded on confidence. He talks about how when in a near death situation, we think all about us, but once that situation is over we begin to think about everyone else around us. Why is that? He says that it all has to do with confidence. He goes on to talk about a lot of different situations where confidence gets in the way of decision making throughout the video. This connects to cognitive psychology because it is about decision making which is an important part of how our brain works.
This video talks about cognition. One of the things that it mentions is prototypes and how we all have a specific vision in our mind about things that are said. Like if he said bird, we would automatically picture a type of song bird instead of something like a penguin. He talks about trial and error and how its not the best way to solve problems even though it works. He also talks about algorithms and heuristics.He also talks about confirmation bias and how most of the time we are overconfident in our answers. Problem solving is very complex and there are many different ways to problem solve in different situations.
This picture although it has a sarcastic tone, I think it puts into smaller terms how we actually work through a problem we are having in our head before actually executing it. It shows the reasoning step by step. First you figure out what the problem is and then think about ways to fix it by describing the results that you want and coming up with possible solutions. It then goes in to how it is one big circle and if your planning didn’t work out the way you wanted it to you can just go back and reevaluate yourself and the steps that you took. It connects to cognitive psychology because it shows the thought process that goes on in your head while trying to solve a problem.
This video talks about language acquisition. I thought it was interesting because she talked about the nature verses nurture debate in learning and how some believed it is innate and others believe it is learned. She talks about how people who learn English as a second language usually have accents. This is due to the different phonemes present in different languages. However, she talks about how babies can distinguish between any phoneme in any language. Overall, this was very interesting and relates to the topic of language in cognitive psychology.