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PS1040 > cognitive development Piaget and Vygotsky > Flashcards

cognitive development Piaget and Vygotsky Flashcards

1
Q

Piaget

what did Piaget’s theories focus on?

A

how children understand the physical and social world

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2
Q

Piaget

what is a constructivist?

A

a child constructs knowlege by engaging the world, generates and tests theories

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3
Q

Piaget

what is behaviourism?

A

when a child passively soaks up information from the environment

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4
Q

piaget: key principles

what are the Influences on development

6 influences

A
  • maturation
  • activity
  • social transmission
  • equilibration
  • assimilation
  • accommodation
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5
Q

influences on development: maturation

A

unfolding of biological changes that are genetically programmed

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6
Q

influences on development: activity

A

child as an active learner, exploring the environment

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7
Q

influences on development: social transmission

A

learn from others

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8
Q

influences on development: equilibration

A

when pre-existing schemes or ways of thinking about an object do not fit with our experiences, we adjust to re-establish balance

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9
Q

influences on development: assimilation

A

“adding” of information to existing structure

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10
Q

Piaget: stages of development

are the stages qualitative or quantitative?

A

qualitative

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11
Q

Piaget: stages of developmet

NEW STAGE =

A

major shift in underlying structure

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12
Q

Piaget: stages of development

UNIVERSAL

A

all children go through all stages

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13
Q

Piaget: stages of development

INVARIANT order of stages

A

all children go through the same stages, in the same order

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14
Q

what is the rate of development

A

it varies

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15
Q

what is the 1st stage of development?

Birth-2yrs

A

Sensorimotor
* building schemes through sensory and motor exploration
* child builds on basic reflexes
* develops object permanence
* 6 substages -> simple to complex reflexes

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16
Q

what is the 2nd stage of development?

2-7 yrs

A

Peroperational
* preparing for concrete operations
* symbolic: symbols e.g. language used to represent the world
* egocentric: limited appreciation of others’ perspectives

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17
Q

what is the third stage of development

7-11 yrs

A

concrete operational
* operation
emergence of ability to transform objects in mind
* logic
first signs of logical thinking
* reversibility
ability to mentally reverse an operation
* decentration
understanding that change on one dimension can be compensated for by change in another

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18
Q

what is the last stage of development?

11 yrs+

A

Formal operational
* characterised by hypothetico-deductive reasoning
-> deducing hypotheses from general theory
-> generate predictions
-> systematically test predictions, holding one factor constant, vary another factor

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19
Q

Piaget’s pendulum problem

what deterimines the speed of the pendulum?

concrete & formal

A
  • concrete operational child will vary factors (length of string, weight of pendulum force) randomly
  • formal operational child will systematically vary one factor at a time
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20
Q

piaget’s pendulum problem

what can a concrete operational child do?

A

concrete operational child can manipulate objects in mind

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21
Q

what can an operational child do?

A

operational children can manipulate ideas in mind

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22
Q

Piaget: critical evaluation

state 3 critiques about Piaget’s theory

positive or negative

A
  • very influential, many important contributions
  • general consensus that thought is structured
23
Q

constructivist view on Piaget’s theory

3 points

A
  • cognitive development not just learning (nurture)
  • cognitive development not just unfolding of innate structure (nature)
  • cognitive develoment not passive (behavioursim), but the result of children’s active construction of knowledge
24
Q

piaget: critical evaluation

is Piaget’s theory replicable?

A

they can be well replicated but does it mean that the theory holds?

25
Q

Does Piaget’s theory hold?

A
  • do all children pass through the same stages at the same age?
  • style of thinking might be applied to different problems at different stages (i.e. not universal)
  • development doesn’t end at 11 years
26
Q

what did Cohen & Cashon, 2006 say about Piaget’s theory?

A
  • it underestimates competence
    i.e. social and cultural influences/differences
27
Q

Piaget’s theory critical evaluation: contributions to pedagogy

Berk 2008

A
  • Education should help children learn how to learn, discovery learning
  • Listen to children, pay attention to their thinking processes
  • Set up situations with unexpected consequences, hypothesis testing e.g., what do we think will happen?
  • Concept of differentiation, materials can be taught at different levels, adjust to match child’s capacities
  • Individual differences, children develop at different rates
28
Q

what did Vygotsky’s theories focus on?

A

socio-cultural theory of cognitive development

29
Q

what were Vygotsky’s influences on development?

3 influences

A
  • social interactions with more experienced others (parents, older children)
  • learning
  • language
30
Q

Vygotsky: some key principles

What are some key principles?

3

A
  • mediators
  • elementary mental functions
  • higher mental functions
31
Q

mediators

A

psychological tools generated by the social and cultural development context
* language
* counting
* art
* writing

32
Q

elementary mental functions

A

biological and emerge spontaneously
* basic attention, perception, memory

33
Q

higher mental functions

A

coordinate cognitive processes, use mediators
* volutary attention, intentional remembering, abstract thinking, problem solving

34
Q

Piaget vs. Vygotsky (stages of development)

A
  1. sensorimotor = affiliation
  2. preoperational = play
  3. concrete operational = play
  4. formal operational = peers, work, theorising
35
Q

what is private speech?

A

when a young child provides a running commentary to their own actions and thoughts

36
Q

vygotsky: private speech

what did Vygotsky view private speech as?

A

a foundation for all higher cognitive processes e.g
* sustained attention, memory rehearsal and recall, categorisation, planning and problem-solving & reflection

37
Q

vygotsky: private speech

what does private speech allow children to do?

A
  • reflect on thinking and behaviour
  • plan appropriate action
38
Q

when is private speech mainly used?

A

used more when tasks are difficult, after errors, or when confused - it helps guide behaviour

39
Q

what was Piaget’s view on private speech?

A

Piaget called it ‘egocentric speech’ and did not think it served as a useful cognitive function

40
Q

when does privatt speech become inner speech?

A

becomes inner speech as thought processes are internalised (7+ years)

41
Q

More private speech =

A

better performance on complex tasks

42
Q

what is the zone of proximal development?

A

ZPD explains mechanism by which children can perform tasks they cannot do alone when they have suppport expert

43
Q

what does ZPD describe?

A

it describes how social interactions influences cognitive development

44
Q

Vygotsky

importance of social interactions

3 factors

A
  • intersubjectivity
  • scaffolding
  • guided participation
45
Q

importance of social interactions

intersubjectivity

A

process by which two participants start task with different levels of understanding, but finish task with same level

46
Q

scaffolding

A

process by which teachers adjust level of instruction to suit child’s current level of understanding e.g. by breaking a task down into simpler components

47
Q

guided participation

A
  • in less formal teaching situations than those where scaffolding occur - the cultural community
  • more knowledgeable other can guide bheaviour through joint participation in a task, or in play
48
Q

Zone of proximal development in research: Rogoff et al. 2003

A
  • intent community participation
  • child initiates participation in culturally relevant activity and is supported to make a genuine contribution
49
Q

Zone of proximal development in research: Rogoff et al. 1984

A
  • mothers pay more attention to structuring conceptually “difficult” tasks as opposed to conceptually easy ones
50
Q

Zone of proximal development in research: Cho & Compton 2015

A
  • dynamic assessment draws on the principles of the ZPD to look at potential to learn/capacity to learn rather than existing knowledge or skills
51
Q

make-believe play

A
  • crucial to cognitive and social development
  • experience of responding to internal ideas, not external stimuli -> self regulation
52
Q

Vygotsky: critical evaluation

3 main critiques

A
  • focus on language - de-emphasizes other factors, such as observation and other learning methods
  • underestimates role of nature
53
Q

Vygotsky: critical evaluation

Contributions to pedagogy

5 points

A
  • need to do more than arrange an environment conducive to learning
  • instruction -> internalisation -> learning
  • imitation -> learning
  • collaborative learning between peers
  • use language to organise thinking, dialogue and discussion

PS1040 (10 decks)

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