Cognitive Development

Question 1

Assimilation

Answer 1

adding new information to one’s cognitive structure

Question 2

Accommodation

Answer 2

modifying existing structures or replacing old structures with new structures (if new way of seeing the world are in conflict with existing structures

Question 3

Equilibrium

Answer 3

a balance between assimilation and accommodation that facilitates interaction within a particular environment

Question 4

Disequilibrium

Answer 4

cognitive dissonance or anxiety occurring from conflicts between current cognitive structures and experiences – stimulates development

Question 5

Transition

Answer 5

where cognitive development occurs (between positions and stages); prompted by dissonance or disequilibrium

Question 6

a/Authorities

Answer 6

those assumed to have access to “truth” and the “right” answers (people and books) absolute truths vs. expertise – capital A can’t be questioned authorities

Question 7

Self-Authorship

Answer 7

the internal capacity to make meaning of one’s beliefs, knowledge, identity, and relationships to others → bringing one’s internal sense of self to the foreground and moving external influences to the background

Question 8

Critical Thinking

Answer 8

the ability to define one’s own beliefs int eh context of existing knowledge. In college: exploring multiple perspectives, respecting diverse

Question 9

Reflective Judgment

Answer 9

a process reflecting one’s capacity to engage in increasingly complex problem-solving and judgment-making in uncertain situations

Question 10

Perry’s Intellectual Scheme

Answer 10

9 positions, not stages → categorized into 4 categories – elementary to more advanced- simple to contextual sense making- understanding what makes sense in one context doesn’t work in another context

Question 11

Dualism (position 1) Perry’s Intellectual Scheme

Answer 11

tendency to view the world dichotomously and knowledge as absolute – “good or bad” “right and wrong” “black or white” “either/or”

Question 12

Multiplicity (position 2-4) Perry’s Intellectual Scheme

Answer 12

honoring diverse views when the “right” answers are unknown- take ownership for constructing knowledge

Question 13

Relativism (position 5) Perry’s Intellectual Scheme

Answer 13

accepting multiple perspectives while recognizing that all options are not equally valid. Knowledge is contextual and based on evidence and supporting arguments. Difference from multiplicity – assumes that there is a right answer when it is unknown- whereas all knowledge is contextual and there are no right/wrongs

Question 14

Commitment (position 6-9) Perry’s Intellectual Scheme

Answer 14

affirming one’s values, choices, priorities, and decisions in a relativistic world. A shift from cognitive to ethical development.

Question 15

The Developmental Instruction Model (DIM)

Answer 15

one way of designing student learning experiences - model developed by PERRY

•	Structure- the amount of scaffolding and direction provided to students. 
o	Detailed instructions and examples reflecting student’s experiences
o	Viewed as important at earlier stages
•	Diversity- exposure to multiple perspectives through readings, class assignments, speakers, ect.  
•	Experiential learning- opportunities to apply and test knowledge, and to learn vicariously by observing more competent models and interacting with peers
•	Personalism- having access to safe learning environments and instructors who are accessible, approachable, and provide helpful feedback

Question 16

Baxter Magolda’s Theory of Self-Authorship

Answer 16

Miami (Ohio) Students

3 central questions- white, women, advanced degrees, moms
• How do I know? (epistemological)
• Who am I? (intrapersonal)
• How do I want to construct relationships with others? (interpersonal)

College environments are not conducive to facilitating self-authorship because…
• Acquisition of knowledge > understanding how knowledge is constructed
• Choosing a major > exploring interests in determining skills and talents
• Political correctness > understanding one’s sense of self in relation to and with

Question 17

Phase 1: Following Formulas, Self-Authorship

Answer 17

following the plans that are laid out by external authorities (parents, significant others, mentors, ect.)

Question 18

Phase 2: Crossroads, Self-Authorship

Answer 18

recognition that plans laid out by authorities are not personally rewarding or self-fulfilling – dissatisfaction – paritularly with careers and relationships

Question 19

Phase 3: Becoming the Author of One’s Life

Answer 19

• assuming ownership of one’s own beliefs, following them, and staying true to them in the face of conflict, opposition, and disapproval – seem themselves as a work in progress

Question 20

Phase 4: Internal Foundation

Answer 20

being firmly grounded in one’s self-determined belief system. Life decisions are guided by this system. Primary source of information and decision making- decisions are guided by core values- one can successfully integrate their internal values with the external pressures that will always be present

Question 21

Learning Partnerships Model

Baxter Magolda I think…

Answer 21

Key Assumptions
1. knowledge is complex and socially constructed
a. co-constructors of knowledge- teacher has to get in their on their level- validate the student as a learner and as someone capable of constructing knowledge
2. the self is central to knowledge construction
3. authority and expertise are share in the mutual construction of knowledge
Core principles: “Educational practice must…
… validate the learner’s capacity to know”
…situate learning in the learner’s experience”
…mutually construct meaning.”