topic 7-interactional theories

8/3/2019 Topic 7-Interactional Theories

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Topic 7: Interactional Theoriesof Cognitive Development


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Objectives

Discuss Bruners models of representation

Discuss the course of cognitive growthApply the Vygotskys concepts of cognitive growth toinstruction

Determine the difference between good and back

interaction design

Apply concepts of user experience and usability tointeraction design


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Readings and Resources Driscoll Chapter 7: Interactional Theories of

Cognitive Development Preece, Rogers & Sharp: Chapter 1: What is

interaction design?

http://tip.psychology.org/bruner.html http://tip.psychology.org/vygotsky.html http://psych.hanover.edu/vygotsky/subbot.html http://en.wikipedia.org/wiki/Interaction_design
http://tip.psychology.org/bruner.htmlhttp://tip.psychology.org/vygotsky.htmlhttp://psych.hanover.edu/vygotsky/subbot.htmlhttp://en.wikipedia.org/wiki/Interaction_designhttp://en.wikipedia.org/wiki/Interaction_designhttp://psych.hanover.edu/vygotsky/subbot.htmlhttp://tip.psychology.org/vygotsky.htmlhttp://tip.psychology.org/bruner.html


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Key Terms

Discovery Learning

EnactiveIconic

Intersubjectivity

MediationSymbolic

Scaffolding

Zone of Proximal Development (ZPD)


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BrunerSequence ofrepresentational systems

children acquire throughwhich they understand theirworlds

Role of culture in the course

of cognitive growth and ofschooling as an instrumentof culture in humandevelopment

Click to edit Master text stylesSecond level

Third level Fourth level

Fifth level

http://educationupdate.com/archi
http://educationupdate.com/archives/2005/Nov/html/col-jeromebutler.htmlhttp://educationupdate.com/archives/2005/Nov/html/col-jeromebutler.html


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Models of Representation Enactive stage:Action or patterned motor

acts. Knowledge is stored mainly in the form of

motor responses. Iconic Stage: Conventionalized imagery and

perception. Knowledge is stored primarily in theform of visual images.

Symbolic Stage: Language and reason.Knowledge is stored primarily as words,mathematical symbols, or in other symbolsystems.


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Models of Representation

Mode Definition Implications forInstruction

Enactive Representing onesunderstandingthrough motorresponses

Use manipulablesand tactileinstruction withyoung learners toteach conceptswhere learners haveno prior experience.

Iconic Using images toorepresentunderstanding

Accompanyinstruction withdiagrams and otherstrategies thatappeal to theimagination.

Symbolic Using symbols suchas mathematics and

music to representunderstandin

Use familiar symbolswhen teaching new

concepts in a topicthat learner has


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Sequence and Instruction

To determine what mode of representation is optimalrequires knowing something about learners prior

knowledge and dominant mode of thinking

Speed of learning or transfer of learning may dictatewhat representation models should be included in theinstruction

Spiral curriculum as a strategy for translating materialinto childrens mode of thought


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Discovery Learning Bruner defined discovery all forms of obtaining

knowledge for oneself by the use of ones own

mind Involves finding regularities and relationships in

the environment Learners devise strategies for searching and

finding out what the regularities andrelationships are

Learners must determine what variables arerelevant, what information should be sought

about those variables, and when information is


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Promoting Discovery Learning

Teacher:

Asks certain kinds of questions

Prompts certain hypotheses during problem-solving

Models conduct of inquiry

Need for reflectionGuided practice


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Inquiry Teaching Selecting positive and negative exemplars Varying cases systematically Selecting counterexamples Generating hypothetical cases Forming hypotheses Testing hypotheses Considering alternative predictions Entrapping students Tracing consequences Questioning authority


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Effective Teaching

A set of strategies for systematically selecting casesthat will facilitate student achievement of a

particular, top-level goal

As it proceeds teachers adjust their questionsaccording to their model of the student

As teachers identify the specific problems they addsub-goals too their agenda

Teachers use priority rules for adding sub-goals


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Inquiry Teaching

Present Cases

Vary Cases Systematically

Present Counterexamples

Generate hypothetical cases

Prompt Students to Form and Test

Hypotheses

Provide Alternative Predictions to

Consider


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Culture and Cognition

Culture influences the manifestation of inherentcompetence

Demands of respective cultures have made it likelyfor them to develop different manifestations oftheir abilities.

What goes on in schools should equip studentswith the cognitive skills required for utilization andcontrol of the resources of the culture


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Culture and Cognition Children should be accepted as member and

participants in the culture and provided

opportunities to make and remake the culture ineach generation

Performance differences evident in theclassroom should be viewed in the context of

situational difference in how the children havelearned to apply their skills outside if theclassroom

By understanding how skills are influenced by

culture, teachers will be in a better position to


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Bruner: Theory of Instruction Theories of development and instruction go

together Cognitive growth is a matter of growing from

inside and outside Some environments push cognitive growthbetter, earlier, longer than others

Goal of effective instruction is to tread the fineline between economy of representation andpower of representation to convey importantmeanings.

Knowledge getting dictates type of strategies to


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VygotskyBelieved that individualdevelopment could not be

understood withoutreference to the social andcultural context withinwhich such development isembedded

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Third level Fourth level

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http://web.syr.edu/~agforbes/K
http://web.syr.edu/~agforbes/KB-C/Other%20Proponents%20of%20Cognitivism.htmlhttp://web.syr.edu/~agforbes/KB-C/Other%20Proponents%20of%20Cognitivism.html


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Themes in Vygotskys TheoreticalFrameworkReliance on genetic or developmental method

Claim that higher mental processes in theindividual have their origin in social processes

Claim that mental processes can be understoodonly if we understand the tools and the signs that

mediate them


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Vygotskys Developmental Method Was concerned with how human beings came to

develop higher psychological processes Was interested in how individuals through

childhood come to presses the cognitivefunctions they later exhibit in life

Believed it was important to study the natural

development of cognitive skills in humans, tomake cross-species comparisons and to considerthe role of socio-historical factors and how theycan mediate development


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Natural Process of Development Higher forms of human behavior, individual

actively modifies the stimulus situation as part of

the process of responding to it Vygotskys techniques:

Introducing obstacles that disrupt normal problem-solving

Providing external aids to problem-solving that can beuse in a variety of ways Asking children to solve problems that exceed their

current knowledge and skills


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Sociocultural History

Considered the development of intelligence to beinternalization of ones culture

Understanding historical and cultural is importantto understanding human mental functions

Sociocultural and historical perspectives are the

same because cultures can be viewed along acontinuum of social evolution


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Mental Functions

Origins

StructureThe way of functioning

The relation to other mental functions


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Internalization

Bodies of knowledge and tools of thought first existoutside the child, in the culture of the environment

Development consists of internalization, primarilythrough language, to form their culturaladaptation.

When child internalizes the meaning theinterpersonal activity is transferred into anintrapersonal one.


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Zone of Proximal DevelopmentThe difference between what a learner can dowithout help and what they can do with

Full development of ZPD depends on full socialinteraction

The range of skill that can be developed with adult

guidance or peer collaboration is more than whatcan be achieved alone


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Learning and Development Development is a precondition for learning Development in learning is more characteristic

of behaviorist and cognitive informationprocessing theories

Acquiring specific prerequisite skills andknowledge within a content discipline is

important Learning involves solving problems that arise

out of conflict-generating dilemmas in everydaysituations


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ScaffoldingInstructor should provide the guidance requiredfor learners to bridge the gap between the current

and desired skill level

Partners should come to some degree of jointunderstanding about the task to be completed


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Role of Language The signs children establish in their imagination

can make up a complex symbol system which

they communicate through verbal and non-verbal gestures

Vygotsky believed that language constitutes themost important sign-using behavior to occur

during cognitive development because it freeschildren from constraints of their immediateenvironment

Provides for decontextualization where signs

become more and more removed from a


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Interaction DesignRefers to the structure and definition of thebehavior of a system, the surrounding

environment, corresponding artifacts, and theelements whom communicate the aforementionedbehavior.

Concerned with how to design user experiences


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Interaction DesignInteraction design is the discipline that defines thebehavior of products and systems that users

interact with

Practice centers on technology systems such assoftware, mobile devices, etc.


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What to DesignConsider who is going to use them

Understanding the kinds of activities that people aredoing when interacting with the products

The appropriateness of different kinds of interfacesand arrangements of input and output devices

depends on what kinds of activities need to besupported


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Optimizing User InteractionAccount what people are good or bad at

Consider what might help people with the way they are

currently doing things

Think through what might provide quality user experience

Listen to what people want and getting them involved in thedesign

Use tried and tested user-based techniques during thedesign process


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People in User DesignEngineers

Designers

Programmers

Psychologists

Sociologists

Educators

Etc

Include people with different backgrounds to bring

different perspectives


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Process of Interaction DesignIdentify needs and establishing requirements for theuser experience

Develop alternative designs that meet thoserequirements

Building interactive versions of the designs so that

they can be communicated and assessedEvaluating what is being built throughout theprocess and the user experience it offers


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Usability GoalsEffectiveness

EfficiencySafety

Utility

LearnabilityMememorability


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Design PrinciplesVisibility

FeedbackConstraints

Consistency

Affordance


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Summary Predisposition towards learning Social interaction plays a fundamental role in the

development of cognition. Cognitive development depends on the zone of

proximal development Interaction design should pay attention to users

should be able to interact with interface andinstructional products.

Importance of having a better understanding ofpeople in the contexts in which they live, work,

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topic 7-interactional theories

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