Cognition and Development Flashcards
Explain Piagets pre-operational stage of cognitive development
2-7 years
-infants schemata becomes more complex
-language acquisition is a large part
Three key points:
-egocentrism
-lack of conservation
-lack of class inclusion
explain a lack of class inclusion
Class=what it is
Inclusion= what classes/groups it is part of
the lack of understanding that an object can simultaneously be a part of a larger stand several subsets
For example, a pig is a part of both the pig class and the animal class
-piaget suggested children have not developed this ability
explain a lack of conservation
a lack of the ability to understand that although an object may look different overtime or in different forms, it is still the same object
For example if a child was shown a tall slim glass of water that was the poured into a shorter wider glass they would not understand that both glasses contained the same amount of water
what does Vygotsky mean by scaffolding in relation to his theory of cognitive development
-a form of social support that an expert uses to help a child cross there ZPD.
-involves processes such as encouragement, prompting, demonstrating, motivation etc
-temporary structures to aid the child untill they are able to act independly
What does Vygotsky mean by Zone of Proximal Development
The ZPD refers to the gap between a child current independent abilities and the potential capabilities if assisted by an ‘expert’
-suggested that cognitive development would occur faster if infants were frequently around those more knowledgable
what are they key points of Vygotskys theory of cognitive development
-viwed children as young apprentices
-development is dependent on social and cultural processes
-interaction with others is vital to make sence of environment
-language is a key signifyer of knowledge
what was meant by the interpsychological process
vygotsky
communication between a child and expert is crucial to initiate intellectual development
what is meant by knowledge being intraphsycholigical
vygostsky
when a child internalises what thye have learnt and the ability to use these skills to enhance development
what is meant by private speech
vygostsky
when a child talks to themsekves whilst carrying out a task such as repeating instructions/guidance given by experts
what is meant by inner speech
vygostsky
when children have mastered the ability to talk to themselves through tasks and now think themselves through the task instead
evluate evidence for the ZPD as supporting evidence for Vygostsky
-children aged 4-5
-cond 1: estimated the number of sweets alone
-cond 2: estimated number with guuidance from an older peer
-cond 2 performed predominantly better as they developed more advanced skills/ communication with an expert
-evidence for ZPD
evaluate supporting evidence for scaffolding
vygostsky
-longitudinal study observing 45 kids in intervals between 16-54 months
-found as children got older they needed less help from parents e.g using cultery
-use of scaffolding such as encouragment and demonstration helped children become more independent
evaluate vygotskys theory of cognitive development
real life apps, social interactions not identified
real life: significantly developed learning/teaching techniques
-peer tutoring, 1-2-1s with teachers, reading buddies
-supporting evidence of effectiveness of reading buddies: 7 year olds being tutored by 10 year olds alongside lessons progressed further in reading
not all social interactions will be beneficial to children
-may confuse/ frustrate
-people may abuse superior knowledge for control or manipulation e.g bullying, speaking rudely, conflicting views
limit: does not consider individual differnces
-independent learners suggested by piagets theory
baillargeons explanation of early infant abilities
-opposed piagets idea of object permamnce only at 8 months
-beileived infants had understanding but maybe just didnt have the required motor skills, lost interest
what is violation of expectation research
a research technique developed to study the cognitive capabilities of infants
this method was used to compare reactions to an expected (possible) event and an unexpected (phsyically impossible) event