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Developmental Psychology > 3 Piaget vs Viagotsky > Flashcards

3 Piaget vs Viagotsky Flashcards

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1
Q

What were the four characteristics of piagets theory?

A
  • Constructionist (believed kids are ‘little scientist’ who conduct experiments to find out about the world around them. Don’t need incentives to do this, they want to understand)
  • Stage theory
  • Invariant sequence
  • Universal
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2
Q

What was Piagets theory on nature and nurture in child development?

A

Nurture is the care given by caregivers and child’s experiences.
Nature is child’s ability to act, perceive, learn from experiences and motivation to adapt (respond to environment in a way that meets ones goals) and to organise (integrating observations into coherent knowledge).
Part of a child’s nature is to respond tot their nurture judging from the last two.

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3
Q

Sources of continuity in Piagets theory of child development?

A
  • assimilation
  • accommodation
  • equilibration
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4
Q

What is assimilation?

A

Incorporating incoming information into concepts that are already understood
(e.g. curly hair = clown)

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5
Q

What is accommodation?

A

Adapting current understandings in response to new information/experiences
(not a clown coz not in a costume or doing silly things)

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6
Q

What is equilibration?

A

Balancing assimilation and accommodation to create stable understanding
(aligning concept of clown with new information)

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7
Q

What are the three stages of equilibriation?

A

Equilibrium: child is happy with their understanding of a construct
Disequilibrium: New information leads the child to realise their understanding is inadequate
-Finally the child develops a more sophisticated understanding and a more stable equilibrium

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8
Q

What are the sources of discontinuity in Piagets theory?

A

-His belief that children’s cognitive development happens in 4 discrete stages

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9
Q

What are the characteristics of the source of discontinuity in Piagets theory?

A

Qualitative changes:
-e.g. children assess morality based on outcome, but then move onto intent - measuring totally different criteria
Broad applicability:
-type of thinking at a particular stage can be applied across aw wide range of topics and contexts
Brief transitions
-between each stage where both types of thinking are flicked between
Invariant sequence:
-everyone experiences every stage in the same order

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10
Q

What are Piagets 4 stages of cognitive development?

A
  • Sensorimotor stage
  • Preoperational stage
  • Concrete Operational stage
  • Formal operational stage
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11
Q

What age range is the sensorimotor stage?

A

0-2

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12
Q

What age range is the preoperational stage?

A

2-7

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13
Q

What age range is the concrete operational stage?

A

7-12

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14
Q

What age range is the functional operational stage?

A

+12

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15
Q

What happens in the Sensorimotor stage of development?

A

0-2 yrs

kiddies use SM abilities to explore world, develop intelligence and express themselves. Live mostly in the here and now

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16
Q

What happens in the preoperational stage of development?

A

2-7 yrs
kiddies can express themselves verbally and are capable of mental imagery. this means they can have a better understanding of sophisticated concepts but still can’t perform mental operations (forms of reasoning - e.g. that pouring water into a different shaped glass doesn’t change the volume)

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17
Q

What happens in the concrete operational stage of development?

A

7-12

  • children can complete conservation problems
  • can’t yet think/reason systematically
  • limited to concrete concepts
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18
Q

What happens in the concrete functional stage of development?

A

+12

-children can think and reason systematically and hypothetically and about abstract concepts

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19
Q

Changes that occur in the Sensorimotor phase:

A
  • reflexes develop
  • development of object permanence after 1 yr
  • deferred imitation - remember actions carried out by a playmate or parent and imitate them later (minutes or days)
  • interest shifts from their own bodies to world around them
20
Q

Changes that occur in the pre operational stage:

A
  • Development of symbolic representations (e.g. a banana as a gun. over this phase shift from personal ones to ones taken from society)
  • Egocentric communication
  • Egocentric thinking
  • Spatial and verbal egocentralism
  • Centration
21
Q

What is egocentric communication?

A

Assuming the person you’re talking to already has the same knowledge/information as you

22
Q

What is egocentric thinking?

A

'’why doesn’t your week old brother walk’’

‘‘he’s lazy’’

23
Q

What is centration?

A

When children tend to focus on one striking feature of the object, and ignore other relevant information. e.g. weights, water, buttons, clay sausage

24
Q

What are the different types of conservation errors?

What is responsible for conservation errors?

A

Numbers and solid

25
Q

Changes that occur in the concrete operational stage:

A
  • Children can’t perform pendulum test

- can complete some conservation tasks (numbers but not solids)

26
Q

What is unique about the functional operational stage:

A
  • acquisition of this stage is not universal but depends on social environment/stimulation
  • acquisition of this stage doesn’t mean adolescents will reason in this way, only that they have the ability to
27
Q

What are the critiques of piagets theory?

A
  • Vague and doesn’t focus enough on cognitive processes behind development
  • Underestimates childrens abilities
  • Presents development as far more consistent than it is (kids can completer conservation of numbers tasks before conservation of solid quantity)
  • Underestimates social impact on child development
28
Q

Experiments critiquing Piaget’s theory:

A

Light Buckingham and Robbins
-if clear reason given for changing the liquid recepticle, children knew it was the same volume. They interpret adults intentions as having meaning

29
Q

What did Vygotskys theory focus on?

A

The effects of social interaction and culture in the development of children, and on the guide and structure provided by more able people in order to aid development.

30
Q

How did Piaget and Vygotskys views on change throughout development differ?

A

Vygotsky thought of change as continuous and quantitative whereas Piaget thought it was mostly discontinuous and qualitative

31
Q

What were he two levels in Vygotskys theory?

A

Higher mental function

Lower mental function

32
Q

What is cultural mediation?

A

The passing on of knowledge through generations via social interactions with others

33
Q

What are cultural tools?

A

Things such as language, values, skills and other symbols that represent shared knowledge of culture

34
Q

What is lower mental function?

A

Thought of as elementary mental abilities that are mostly biological and innate and involuntary
include responding to the environment, perception etc

35
Q

What is higher mental function?

A

-Consciously controlled transformation of lower mental functions using cultural mediation, voluntary attention and cultural tools, conceptual thought and logical planning

36
Q

Internalisation

A

When a child learns a cultural tool and can use it independently

37
Q

P vs V speech:

A
  • Piaget thought it was egocentric speech

- Vygotsky believed it was a learning tool

38
Q

Process of internalisation of speech:

A
  • helps guide behaviour
  • First may come from adult or parent as instruction
  • Children use it to instruct themselves aloud (4-6)
  • Gradually becomes less aloud and more internalised through whispering and mouthing
  • children with behavioural problems use it for longer
  • external to internal comes with age and experience
39
Q

What did vygotsky say about the inclinations to teach and learn?

A

They’re uniquely human and appear around age 2 - children point out thing they think are interesting

40
Q

How does culture effect cognitive development?

A

the content of what children learns is very different across different cultures and can shape thinking (hansel and gretel vs chinese fairytale tasks)

41
Q

What are the 4 ways children learn? V

A
  • Social scaffolding
  • Zone of proximal development
  • Intersubjectivity
  • Guided participation
42
Q

What are the types of intersubjectivity?

A
  • Social referencing - looking to social partner for how to react in an unfamiliar situation
  • The mutual understanding that people share during communication
  • Joint attention - of both partners on the same thing from the external environment (babies can follow their social partners gaze from 9 months, the faster they show this, the faster subsequent language development is.)
43
Q

What is the zone of proximal development?

A

-just outside the capability of what a child can do on their own
‘the range of performance for what a child can do on their own and what they can do with help’

44
Q

What is social scaffolding?

A

A temporary framework provided for a child by someone else to aid the childs understanding of what would otherwise be beyond their capability
more able people provide better social scaffolding (parents better than peers)

45
Q

What is guided participation?

A

more knowledgable individuals can structure activities in a way that allow younger children to engage in a sort of cultural apprenticeship e.g. young mayan girls and weaving

46
Q

What do children use play for?

A

-stretching into ZPD by peers
Playing requires rules and roles so allows the child to:
-self regulate behaviour (social development)
-distinguish objects from ideas (conceptual development)

Developmental Psychology (11 decks)

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