Tuesday, October 23, 2007

Developmental Cognition: Correspondence, Freud, and Religion

Cognitive functions such as “correspondence” can be demonstrated wherein an infant looks at a picture of a knobby pacifier, if he has one, or a smooth pacifier if he has one; or looking at small circles that “correspond” with the same number “beats” of sonic rhythm. The developing child learns that similar things go together – two beats, two circles, knobby pacifier, knobby picture. This phenomenon is established during the Piaget’s sensori-motor stage (0-2 years old). “Correspondence” later evolves into or becomes the basis for, the development of the Freudian super-ego around age seven, approximately the beginning of the Piaget’s stage III of development – concrete operational. This has also been termed the existential age or the age of “discretion.”

At this age the concept of doing what is done because it should be done becomes part of thinking. This is part of the Freudian super-ego or what a stage III – concrete operational (7-12 + years old), as well as, stage IV – formal operation. In other words, “being good results in feeling good (ultimately going to Heaven),” and “being bad results in bad feelings (going to Hell).” From this the child develops the capacity for human compassion and caring for others; or the personal ego (self) feeling joy and goodness not only with the self, but with the group dynamic caring for/with other people. Knowing that to choose good behavior and feeling good are correspondent. Discretional/caring cognition evolves from, at the sensori-motor stage – love of mother into the Freudian super-ego.

Discretion: the quality of being discrete – freedom of action or judgment. Should be caring and non-dysfunctional. Just like a second trimester fetal brain evolves into a thinking person, the pre stage III – the pre-concrete, evolves into a stage III and post-stage III yielding -- a discretional/sociological entity of diplomacy, circumspection, thoughtfulness, tact, caution, prudence, foresight, responsibility, maturity, freedom, liberty, pleasure, choice, preference, wish, desire, will, option, license, purpose, and ego-intent. All governed by the functional super-ego.

As relates to the later cognitive development of some of the things spoken of in class, “Verbal Numerical Cognition” and “Nonverbal Numerical Cognition;” verbal numerical cognition in which the developing brain counting “corresponds” with the number ten and the ten commandments (rules for going to heaven). Abstraction. Non-verbal numerical cognition – “Weber’s Law,” a detectable difference is a constant proportion…relates to living a few mortal years compared to (a greater difference) eternity in Heaven. The environment or the setting influences the set or the expectations. Exposure to the Bible influences good behavior. The word “identity” is used to convey “corresponding” of me, the self, ego, with the group sociological ramifications and the ultimate super-ego, part of the greatest existence in this universe.

The English language uses the word “good” to correspond with quality and behavior. Do good, feel good; children are taught to “correspond” non-dysfunctional behavior with eternity in Heaven. Set/setting ramifications? Kids expect to never be bad and gain a Freudian utopia. Group dynamic? Little angels. Functional society. A Heaven here on earth.

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