literature lessons

7/30/2019 Literature Lessons

1/49

Chapter 7

COGNITIVE DEVELOPMENT: PIAGETS

THEORY AND VYGOTSKYSSOCIOCULTURAL VIEWPOINT


2/49

PIAGETS THEORY OF COGNITIVE

DEVELOPMENT

Genetic epistemology experimental study of

the origin of knowledge

What is intelligence?A basic life function that helps an organism

adapt to the environment

Cognitive equilibrium balance betweenthought processes and the environment

Constructivist approach child constructs

knowledge


3/49

PIAGETS THEORY OF COGNITIVE

DEVELOPMENT

Gaining Knowledge: Schemes and Processes

Schemes: mental patterns (thought/action)

Organization combine existingschemes into new/complex schemes

Adaptation adjustment to environment

Assimilation new information intoexisting schemes

Accommodation modify existing

schemes for new information


4/49

Table 7.1 A small sample of cognitive growth from Piagets perspective


5/49

PIAGETS STAGES OF COGNITIVE

DEVELOPMENT

Invariant developmental sequence

Sequencing fixed

Individual differences entering/emergingstages


6/49


DEVELOPMENT

The Sensorimotor Stage (Birth to 2 years)

Coordinate sensory inputs and motor skills

Transition from being reflexive to reflective

Development of Problem-Solving Abilities

Reflex activity (birth 1 month)

Primary circular reactions (1-4 months) first motor habits, repetitive


7/49


DEVELOPMENT

Secondary circular reactions

(4-8 months)

Repetitive actions with objectsbeyond the body

Coordination of secondary reactions

(8-12 months)Coordinate 2 or more actions to

achieve an objective (intentional)


8/49


DEVELOPMENT

Tertiary circular reactions -12-18 months

Active experimentation, trial & error

Symbolic problem solving -18-24 months

Inner (mental) experimentation


9/49


DEVELOPMENT

Development of Imitation

Novel responses by 8-12 months of age

Deferred imitation 18-24 months

Research now shows 6-month-olds are

capable of deferred imitation


10/49


DEVELOPMENT

Development of Object Permanence

Objects continue to exist when they are

no longer visible/detectableAppears by 8-12 months of age

A-not-B error: search in the last place

found, not where it was last seen Complete by 18-24 months


11/49


DEVELOPMENT

Challenges to Piaget Account

Neo-nativism

Infants are born with substantial innateknowledge

Require less time/experience to be

demonstrated Young children seem to possess some

object permanence, memory


12/49

Table 7.2 Summary of Piagets account of sensorimotor development


13/49


DEVELOPMENT

Challenges to Piagets Approach

Theory theories

Combination of neo-nativist andPiagetian perspective

Infants are prepared at birth to make

sense of some information

Beyond this, Piagets constructivist

approach is generally accurate


14/49


DEVELOPMENT

The Preoperational Stage (2-7 years)

Symbolic function / representational insight

One thing represents another Language

Pretend (symbolic) play

developmentally a positive activity New views on symbolism

Dual representation think about an

object in 2 ways at one time (3 years)


15/49


DEVELOPMENT

Deficits in preoperational thinking

Animism

Attribute life/life like qualities toinanimate objects

Egocentrism

View world from own perspective,trouble recognizing others point of

view


16/49

Figure 7.2 Piagets three-mountain problem. Young preoperational children are egocentric. Theycannot easily assume another persons perspective and often say that another child viewing themountain from a different vantage point sees exactly what they see from their own location.


17/49


DEVELOPMENT


Appearance/reality distinction

Cannot distinguish between thetwo

Dual encoding

Representing an object in morethan one way at a time


18/49

Figure 7.3 Maynard the cat, without and with a dog mask. Three-year-olds who met Maynard

before his change in appearance nonetheless believed that he had become a dog.


19/49


DEVELOPMENT


Lack of conservation do not realize

properties of objects do not changejust because appearance does

Lack of decentration concentrate

on more than one aspect of a

problem at the same time

Lack of reversibility mentally

undo an action


20/49

Figure 7.4 Some common tests of the childs ability to conserve.


21/49

Figure 7.5 Reversibility is an important cognitive operation that develops during middle childhood.


22/49


DEVELOPMENT

Did Piaget Underestimate the Preoperational

Child?

New evidence on egocentrism Piagets tasks were too complex

Another look at childrens reasoning

Animism not routine among 3-year-olds Can preoperational children conserve?

Can be trained at 4 years (identity

training)


23/49


DEVELOPMENT

The Development Theory of Mind (TOM)

Belief-desire reasoning

Understand behavior is based onWhat an individual knows or believes

What they want or desire

Develops after preschool age False-belief task desire, not belief

Based on lack of cognitive inhibition

Improves with interaction with siblings


24/49


DEVELOPMENT

The Concrete Operational Stage (7-11 years)

Cognitive operations

Internal mental activity to modifysymbols to reach a logical conclusion

Conservation capable of

DecenteringReversibility


25/49

Table 7.3 A comparison of preoperational and concrete operational thought


26/49


DEVELOPMENT

Relational logic capable of

Mental seriation

Transitivity Horizontal decalage different levels of

understanding that seem to require

same mental operations

Based on complexity

Limited to real or tangible aspects of

experience


27/49

Figure 7.7 Childrens performance on a simple seriation task. If asked to arrange a series of sticksfrom shortest to longest, preoperational children often line up one end of the sticks and create anincomplete ordering (a) or order them so the top of each successive stick extends higher than thepreceding stick (b). Concrete operators, by contrast, can use the inverse cognitive operationsgreater than (>) and less than (


28/49


DEVELOPMENT

The Formal Operational Stage (11-12 +)

Hypothetico-deductive reasoning

Ability to generate hypotheses and usedeductive reasoning (general to specific)

Inductive reasoning

Going from specific observations togeneralizations


29/49


DEVELOPMENT

Personal and Social Implications of Formal

Thought

Thinking about what is possible in life Stable identity

Understanding of others perspectives

Questioning others Thinking of how the world ought to be


30/49


DEVELOPMENT

Does Everyone Reach Formal Operations?

Early Piaget Yes, at least some signs

by 15-18 Other researchers No. Lack of

education

Later Piaget Yes, but only on problems

that are either interesting or important

Seem to be more adolescents at this

level than 30 years ago


31/49

Figure 7.8 Expertise and formal operations. College students show the greatest command offormal-operational thought in the subject area most related to their major. ADAPTED FROM DELISI & STAUDT, 1980.


32/49

AN EVALUATION OF PIAGETS THEORY

Piagets Contributions

Founded cognitive development

Stated children construct their knowledge First attempt to explain development

Reasonably accurate overview of how

children of different ages think Major influence in social and emotional

development, and education

Influenced future research


33/49

AN EVALUATION OF PIAGETS THEORY

Challenges to Piaget

Piaget failed to distinguish competence

from performance Does cognitive development really occur in

stages?

Little evidence of broad stages

Does Piaget explain cognitive

development? more of an description

Little attention to social/cultural influences


34/49

VYGOTSKYS SOCIOCULTURAL

PERSPECTIVE

The Role of Culture in Development

Ontogenetic development development

of an individual over his or her lifetime Microgenetic development change over

relatively brief periods of time

Phylogenetic development changes over

evolutionary time

Sociohistorical development changes in

ones culture


35/49


PERSPECTIVE

Tools of Intellectual Adaptation

Born with elementary mental

functions (attention, memory)Culture transforms these into higher

mental functions

Culture specific tools allow the use

of the basic functions more

adaptively (language, pencils)


36/49

Table 7.4 Chinese and English number words from 1 to 20. The more systematic Chinesenumbering system follows a base-ten logic (i.e., 11 translating as ten one [shi yee]) requiringless rote memorization, which may explain why Chinese-speaking children learn to count to 20earlier than English-speaking children.


37/49


PERSPECTIVE

The Social Origins of Early Cognitive

Competencies

Many discoveries active learners makeoccur in collaborative dialogue with a tutor

The Zone of Proximal Development

Difference between what a learner can

do independently and what can be done

with guidance


38/49


PERSPECTIVE

Scaffolding tendency to tailor support

to a learner near the limit of capability

Guided participation/apprenticeshipMay be very formal and context

dependent

May occur in day-to-day activities


39/49

Figure 7.9 Some functions of shared remembering in childrens memory development. Source:Gauvin, M (2001). The social context of cognitive development. New York: Guilford, p. 211.


40/49


PERSPECTIVE

Working in the Zone of Proximal

Development in Different Cultures

Cultures where adults and children aresegregated, learning is in schools

Cultures where adults and children are

together most of the day, learning is

through real life observation

Verbal versus nonverbal emphasis of

instruction


41/49


PERSPECTIVE

Playing in the Zone of Proximal Development

More likely to engage in symbolic play

when others are present Cooperative social play of preschoolers is

related to later understanding of others

feeling and beliefs


42/49


PERSPECTIVE

Implications for Education

Active, not passive learning

Assess what is known to estimatecapabilities

Guided participations structured by

teachers who would gradually turn over

more of activity to students

Cooperative learning exercises help each

other; very effective!


43/49


PERSPECTIVE

The Role of Language in Cognitive

Development

Primary method of passing modes ofthinking to children

Becomes important tool of intellectual

adaptation


44/49


PERSPECTIVE

Piagets Theory of Language/Thought

Egocentric speech

Self-directed utterancesReflected ongoing mental activity

Shifted to communicative speech

with ageLittle role in cognitive development


45/49


PERSPECTIVE

Vygotskys Theory of Language/Thought

Egocentric is really an illustration of

transition from prelinguistic to verbalreasoning

Private speech communicative

speech for self

Serves as a cognitive self-

guidance system; does not

disappear, becomes inner speech


46/49


PERSPECTIVE

Which viewpoint should be endorsed?

Vygotsky

Social speech gives rise to privatespeech

More common with difficult tasks

Self-instruction improvesperformance

Does tend to turn into inner

speech


47/49


PERSPECTIVE

Vygotsky in Perspective: Summary

Cognitive development involves

Dialogues with skilled partners within thezone of proximal development

Incorporation of what tutors say into

what they say to themselves

Expect wide variations in development

across cultures


48/49


PERSPECTIVE

Vygotsky in Perspective: Evaluation

Not yet received intense scrutiny

Verbal guided participation may be lessadaptive in some instances than others

Collaborative problem solving can

undermine performance

More a perspective, not a theory with as

many testable hypotheses as Piaget


49/49

Table 7.5 Comparing Vygotskys and Piagets theories of cognitive development

literature lessons

Documents