Child Topic 4 -Cognitive Development In Education Flashcards
What is topic 4
Cognitive development in education (cog)
What are the studies in topic 4
Key: wood et al supporting:piaget, vygotsky, bruner, mnemonics
Wood et al - role of tutoring in problem solving
Aim: to see if children responded to tutoring when had a problem to solve and see if this changed in diff age groups ps: 30 children aged 3-5 W equal gender mix.p from Massachusetts and were middle & lower middle class, parents volunteered from ads. Carried out one to one lasting 20min- hour. Task had to be fun, complex and interesting-consisted of a wooden pyramid made of 21 blocks and 6 layers interlinked. Has instructions, child did as much as they could then verbal instructions then physical intervention. Child allowed to play W blocks for 5mins then tutor showed how to make pyramid and asked them to. If ignored or played W blocks - paired blocks presented again/pair blocks. Point out any errors. Event sampling used to note if they paired blocks, direct assistance/unassisted, verbal prompt, matched or mismatched. Results: age 3 median no. Direct interactions: 20, 19 @4 and 10.5 @ 5. Unassisted act was 10% @ 3, 50% @ 4 and 75% @ 5. Ratio of incorrect to correct paring decreased as age increased
Piaget- four stages of cognitive development
Stages invariant, progress through each stage, not backwards, don’t all reach top. Came up W schema, assimilation, accommodation. 1. Sensorimotor (0-2) based on sensory input, squire object permanence, language dev and symbols. 2.preoperational (3-6). Dev Language, memory, imagination and schemas. Experience egocentrism (mountain experiment) 3. Concrete operational (7-11) demonstrate logic, have concept of conservation (rows of buttons) 4. Formal operational (11+)think logically and systematically, some never reach, abstract concepts and symbols, thoerectical problems with range of answers
Vygotsky- zone of proximal development
ZPD suggests children learn through interaction w a more knowledgeable other such as a parent. Believe culture and language impact learning. Giving children stimulating/challenging environment means they learn new skills from MKO. Puts language before learning. Expedients were children put dolls furniture in right rooms, more successful when Working with mother. Current understanding zone, ZPD then out of reach zone
Bruner- presenting of information
1, enactive stage (0-1) where actual objects need to be touched and played with, child may have no schema/representation. 2. Iconic stage (1-6) objects represented in pics or icons. 3. Symbolic (7+) words/formula can represent an object. Child progresses through stages but can use earlier ones when learning something new. Says Language precedes learningMKO is important and development os continuous
Mnemonics and levels of processing
Mnemonics help remember large amounts of info and make recall easier. Can be visual (structural processing)/method of loci by relating info to imagined location. Acronyms, phonetic or auditory rhymes. Craik and Lockhart: deeply processed info leads to longer lasting memories. Shallow: structural, phonetic, graphic, orthographic. Deep! Giving meaning and importance done by teaching, mindmap, semantic processing, not just maintenance rehearsal
App: cognitive strategy to improve revision or learning
- Seek help from mko 2. Use deeper processing techniques 3. Use positive reinforcement 4. Revise in same context as test e.g. in silence 5. Use diff formats (Bruner)
