Cognitive Development Flashcards
Piaget application to education: Mogdil et al
1987, the piagetian approach means that there is too much of a focus on the quantity of knowledge and not enough focus on the quality. This means that skills such as reading and writing are weaker because kids don’t have time to practice them.
Vygotskys application to education: Gokhale
1995, those who had participated in collaboration learning did better on individual critical thinking tasks than those who learned on their own.
Vygotsky application to education: Cohen et al
1982, found that peer tutoring helped both the tutor and learner.
Vygotsky application to education: wood and Middleton
1975, found that scaffolding works through contingent regulations (where the mother adjusts her instructions based on the child’s performance). They found this through 3-4 year olds trying to build a 3D pyramid (which was out of their ability range).
Gilligan (validity)
Moral development,1982
Found that kohlbergs research was not very valid because 10-16 year old boys did not have a clue about the issues raised in his scenarios. Her research was much more valid because she was speaking to women who were acutely making these decisions themselves (abortion).
Piaget application to education: Donner and day
1977, found that practice made no improvement. They had 10-13 year olds complete formal operations tasks and even with practice they showed no improvement but 17 year olds did show improvement (the younger kids weren’t biologically ready)
Gilligan (gender bias)
1982, found a difference between men and women’s moral development. Women are focused on relationships and feelings whereas men are focused on justice (which was what kohlberg based everything on).
Walker et al
1987, conducted a cross sectional study with 40 boys and 40 boys at various ages and found that by the age of 6 people are between stage 1 and 2 and then when you turn 15 you are within the 3rd stage. They then used an adult sample (where the average age was 40) and found that only 3% was between 4 and 5 (so Maybe stage 6 is an unrealistic ideal)
Kohlberg study to support moral development ( which burton et al providing an explanation)
1975, when students where given the opportunity to cheat only 15% of post conventional level did and 70% of pre conventional did.
Burton et al 1976 said that this was because we are only morally consistent in situations that mean something to us (nature of the situation etc).
Psychological self (Eder study included)
Develops around the age of 4 as we develop a self esteem and we start to describe our psychical features. Eder in 1990 concluded that children’s answers to questions that test psychological self are consistent over time showing innate development)
Theory of mind (Dunn study included)
Not actually a theory but a set of innate beliefs that you are one person and everyone else is different to you (and their experiences are different). Dunn 1991, from newborns children can distinguish between other humans and objects and then around the age of 2 children show understanding of the mental state of others because they can comfort and deceive.
Distinctions that may show ToM
There is a distinction between knowing people are different from you and knowing that their experiences are different. Social interactions don’t require ToM but social relationships do.
Brooks and gurns
1979, reinforced the rouge test results. They found that 19% of 15 month year olds recognised themselves whereas 66% of 24 month olds did.
