Cognitive Development Flashcards
cognitive development
how we learn,reason,understand langugue
how do we know?
Jean Piaget
1896-1980
-constructivist > children construct their own understanding of the world
insted of children being shaped by the world around us, he belived that children are shaped/actively understand the world
schemas
understanding organized by schemas(ways of thinking about things in our world)
schemas change through:
1. assimilation
2.Accommodation
1.assimilation
new information,viwed through existing schemas
- Accomodation
schemas are adapted according to new experiences
sensorimotor stage(0-2 years)
Accomplishments:
-learn about the world through touching,sucking,looking,reaching,etc
-adaptig to the enviroment
Gasps:
-representing the world mentally?
preoperational stage (2-7 years)
Acopmplishments:
-symbolic representations
-learn to pretend,to symbolize something else
ex:banana becomes a phone
Gasp:
-Not yet capable of operations>mental representations of logical rules
- Conservation
-egocentrism:
Conservation
Conservation: understanding that pshysical properties do not change despite changes in form or apperance
*centration *> focus on one aspect
ex:water in a glass
egocentrism
only being able to see things their perspective
concrete stage (7-12 years)
accomplishments:
-able to use mental logic to reason about concrete things
-conservation
decentration
ability to focus on multiple dimension
-Egocentrism
Gasp: - reasoning about abstract,hypothetical concepts
Formal operational stage
accomplishment:
-able to use mental logic to reason about abstract,hypothetical things
-logically examine evidence and test hypothasis
Piaget’s legacy
-the study of cogniteve development
inspired others to investigate children’s cognition,to explore the mechanisms of cognitive change.
-idea of ‘‘natural limits’’ at a given age
-children as contributing actively to their development
-applications to education
criticisms:
-overphasized clear-cut stages> actually lots of variability in children’s responses at a given age
-underestimates the influence of others, of culture is not as universal to other cultures
-underestimates infants and children
VYGOTSKY’S
SOCIOCULTURAL
THEORY
1896-1934
- gradual,continual shifts in knowledge
- children as social learners
learning from capable menbers of your cultural
zone of proximal development:
the range of tasks too dificult to do on your own,but which are possible with the help of a skilled other
scaffolding
in which ‘‘teachers’‘(example) adjust the level of support they offer to fit the learner’s needs
-giving help,but not more than is needed
-different scaffolding approcroaches across cultures
languague as a Scaffolding approch
-the most important tool for cognitive deveolpment
-gives learners acess to other’s kowledge
-allows learners to think about the world(role of private speech )
legacy
-emphasis on culture
-role of teaching
-impact in educational seettings
critisms
-overphasis on languague
-undervalues role of biology
similarieties between paigent and vygotsky
-focuses on the child
-the child is active in learning/developing
differences
-piaget: learning from self-discovery
-vygotsky: learning through social colaboration
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-piaget: discountinious change
-vygotsky:continuous change
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-piaget:universal processes of development
-vygotsky:development as cultural situated
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-vygotsky:languague as key to learning
-piaget:languague and thought as largerly unreleted
- Consider the applications of both Piaget’s and Vygotsky’s theories to
education
piaget belived that in education the child can perhaps should do it by it-self learning from trial and errors,by interacting with the environment
while vygotsky believed that in education/schools children is gonnado better if the focus of the education rellies on collaboration between teacher actually helping the students or children helping other children learn things that one might know while the other dosn’t
sacrfolding differences across cultures
indiaand guatemala:gazing and touching
usa and turkey:verbal
guatemala:gesturing
