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Lifespan and Development > (6) Piaget & Vygotsky > Flashcards

(6) Piaget & Vygotsky Flashcards

1
Q

What is cognitive development?

A

Mental processes that support learning, memory, attention

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2
Q

What is the Constructivist approach?

A

child constructs knowledge by engaging with world, generates and tests theories

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3
Q

What did Piaget focus on?

A

Children’s errors and mistakes

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4
Q

What is Maturation?

A

unfolding of biological changes that are genetically programmed

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5
Q

What is Activity?

A

child as an active learner, exploring the environment

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6
Q

What is Social transmission?

A

learn from others

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7
Q

What is Equilibration?

A

when pre-existing schemes or ways of thinking about an object do not fit with our experiences we adjust to re-establish balance – this is how our thinking moves forward

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8
Q

What is Assimilation?

A

“adding” of information to existing structure

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9
Q

What is Accommodation?

A

reorganising the structure to take account of new information, changing structure

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10
Q

What is a Schema?

A

an organised unit of knowledge that the child uses to try and understand a situation; a schema forms a basis for organising actions and thoughts in response to the environment

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11
Q

What did Piaget believe about how children developed through stages?

A

UNIVERSAL – All children go through all stages, in the same order

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12
Q

What age does the Sensorimotor stage occur?

A

birth to 2 years

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13
Q

What age does the Preoperational stage occur?

A

2-7 years

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14
Q

What age does the Concrete operational stage occur?

A

7-11 years

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15
Q

What age does the Formal operational occur?

A

11+ years

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16
Q

What happens at the sensorimotor stage?

A
  • Building schemes through sensory and motor exploration
  • Child builds on basic reflexes
  • Develops object permanence
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17
Q

what is Object permanence?

A

objects still exist when we can’t see them, not aware of this at this stage

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18
Q

What is an example of a task for object permanence (sensorimotor)

A

A-Not-B Task: 10-month-old child perseverates, continuing to look at the initial location

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19
Q

What happens at the preoperational stage?

A
  • Preparing for concrete operations
  • Symbolic: symbols (e.g., language) used to represent objects/the world
  • Language development, play, deferred imitation
  • Egocentric: limited appreciation of others’ perspectives
  • Cannot systematically transform (operate on, manipulate) representations or ideas
20
Q

What is an example of a preoperational task?

A
  • Conservation tasks: A preoperational child doesn’t recognise that changing an object’s appearance doesn’t change its basic properties
  • Lack of understanding of reversibility: inability to reverse mental processes
  • Centration: focusing on one dimension/characteristic of an object or situation, focus on height
21
Q

What are issues with preoperational tasks?

A
  • More careful questioning (Rose and Blank, 1974)
  • Accidental transformations, not setting the situation up (McGarrigle & Donaldson, 1975)
  • Training, can improve performance (Gelman, 1982)
22
Q

What happens at the concrete operational stage?

A
  • Operation: emergence of ability to transform objects in mind
  • Logic: first signs of logical thinking
  • Reversibility: ability to mentally reserve an operation
  • Decentration: understanding that change on one dimension can be compensated for by change in another
23
Q

What happens at the formal operational stage?

A
  • Deducing hypotheses from a general theory
  • Generate predictions
  • Systematically test predictions, holding one factor constant, vary another factor
  • Flexibility in thinking, able to think abstractly
  • Can consider alternatives in complex reasoning and problem solving
24
Q

How would a Concrete operational child interpret Piaget’s Pendulum problem?

A

Concrete operational child will vary factors (length of string, weight of pendulum, force) randomly

25
Q

How would a Formal operational child interpret Piaget’s Pendulum problem?

A

Formal operational child will systematically vary one factor at a time

26
Q

What is the general evaluation of Piaget?

A
  • Cognitive development not just learning (nurture)
  • Cognitive development not just unfolding of innate structure (nature)
  • Cognitive development not passive (behaviourism), but the result of children’s active construction of knowledge
  • Single domain general
27
Q

What is the main critque of Piaget’s theory?

A

Development doesn’t end at 11 years. Also do all adults apply formal operations (Kuhn & Franklin, 2006)

28
Q

What did (Cohen & Cashon, 2006; Halford & Andrews, 2006) say about Piaget’s theory?

A

Tasks index more than just developments in logical thinking (language, memory, attention…) – modern methods

29
Q

What did Berk, 2008 say about applying Piaget to education?

A
  • Listen to children, pay attention to their thinking processes
  • Set up situations with unexpected consequences, hypothesis testing e.g., what do we think will happen?
  • Concept of differentiation, materials can be taught at different levels, adjust to match child’s capacities
  • Individual differences, children develop at different rates
30
Q

What did Vygotsky say?

A

Social interactions with more experienced others (parents, older children, teachers): co-constructed processes are internalised, language and learning

31
Q

What is egocentric/private speech (Vygotsky)

A

Young children provide a running commentary to their own actions and thoughts

32
Q

How can private speech be helpful? (Vygotksy)

A
  • Private speech allows children to: reflect on thinking and behaviour, plan appropriate action
  • Helps guide behaviour: Used more when tasks are difficult, after errors, or when confused
33
Q

When does private speech increase? (Vygotsky)

A

Private speech increases with task difficulty (Fernyhough& Fradley, 2005)

34
Q

What happens to private speech at 7+ (Vygotsky)

A

Becomes inner speech

35
Q

Who might use private speech for longer than usual? (Vygotsky)

A

Children with learning and behavioural problems use private speech for longer (Ostad & Sorensen, 2007)

36
Q

What is ZPD? (Vygotsky)

A

The region of sensitivity for learning characterised by difference between developmental level of which a child is capable when working alone and the level they are capable of reaching with the aid of a more sill partner

37
Q

What is Intersubjectivity? (Vygotsky)

A

Process by which two participants start task with different levels of understanding, but finish task with same level

38
Q

What is Scaffolding? (Vygotsky)

A

Process by which teachers adjust level of instruction to suit child’s current level of understanding e.g. by breaking a task down into simpler components, the use of a more knowledgeable partner, support adjusts throughout the interaction

39
Q

What is Guided participation (Rogoff, 2003)? (Vygotsky)

A

In less formal teaching situations than those where scaffolding occur – the cultural community – More knowledgeable other can guide behaviour through joint participation in a task, or in play

40
Q

What did Wertsch et al. (1980) find when looking at ZPD? (Vygotsky)

A

mother-directed gazes decrease with age i.e. prompt not needed, roles within this learning situation change with age

41
Q

What is make believe play crucial for? (Vygotsky)

A

cognitive and social development

42
Q

What can make believe play provide? (Vygotsky)

A

Provides children with self-generated ZPD: try out different approaches and more complex problems

43
Q

What are some key evaluation points of Vygotsky’s work?

A
  • Focus on language de-emphasizes other key factors, such as observation and other learning methods
  • Underestimates role of nature (Piaget too)? Evidence from infant studies
  • Made others aware of the importance of the immediate social contexts of learning and cognition
44
Q

How should Vygotsky’s theory be used in education?

A
  • Collaborative learning between peers e.g., reciprocal teaching
  • Scaffolding: work with more knowledgeable others (parents, teachers, older pupils…)
  • Use language to organise thinking, dialogue and discussion
  • Acknowledges individual differences
  • Tailoring tasks, differentiation
45
Q

What is Information Processing Theories (Siegler, 1996)?

A
  • Focus on role of attention, memory, self-control etc. as mechanisms of change
  • Development involves overcoming processing limitations

Lifespan and Development (10 decks)

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