Lecture 3 Flashcards
Vygotsky
Social Constructivst
Believes cognitive development progresses through interaction with others.
Socioculture context
Communicating with others and learning new things or teachers others.
Asynchronous learning
SocioCulture context
Not live, not interaction but a recording or reading. Still a social experience that is to be read or heard by other people.
Vygotsky’s Theories fit well with our current emphases on cultrure
Socio contextual theory
Scaffolding
support for others to learn
Zone of Proximal Development
Lower limit
Upper limit
Upper limit
ZPD
level of additional responsibility child or adolescent can accept with assistance of an able instructor.
Just enough support to progress but not do it for the student.
Lower Limit
ZPD
Task too difficult for a chid or adolescent to master alone; level of problem solving reached on these tasks by child or adolescent working alone.
Vygotsky Strengths
- explained role of culture and social component of learning/development
- direct applications to educational practice
Vygotsky Weaknesses
- Some of the propositions difficult to test.
- very philosophical at times.
- Not a lot of empirical research during his lifetime.
- He died at the peak of his career.
Vygotsky vs. Piaget
difference
- Socialist constructivist vs cognitive constructivist
- vygotsky has no stages
- vygotsky saw language as an important school emerging from culture.
- vygotsky:thinking and language become intertwined
- piaget: thinking is a separate process.
- Vygotsky: for all development in order to be successful you have to have education.
- Piaget: didn’t think education was necessary for basic cognitive development
Information Processing Theories
Founding father is George Miller
George Miller (1920-2012)
Information Processing Theory
One of the fathers of cognitive psychology.
- Chunking
- goal directed problem solving.
Information Processing Theory
We engage in information processing daily
- quantitiative: in nature with cognitive development
- qualitative: learning new strategies for problem solving
Stroop Test
2 process
-certain tasks become so automatic it becomes hard to resist them.
-difficulty in task switching
having to follow a new set of instructions after becoming familiar with original task.
Mechanisms of Change
Encoding
automaticity
strategy construction
generalization
Encoding
Mechanisms of change
making sense of the stimuli in order to properly store or process it (visual, auditory, semantic, etc)
Automaticity
Mechanisms of change
Decrease in effort and load with experience in tasks
EX: when you first drive you have hands at 10 and 2. Later on you can move hands, listen to radio.
Strategy Construction
Mechanism of change
problem solving given info at hand and end goal.
EX: baby walking to a toy, am i get closer or moving away?
Mathematical strategies to learn new information
Generalization
Mechanisms of Change
Applying strategies to other problems.
When you learn a strategy you apply to a problem, often times strategy can be thrown off. Understanding you can still use strategy in different situation.
Info-Processing Key Terms/Processes
Multi-Store Model of Memory
Multi-Store Model of Memory
Executive Control Process
- Sensory Register
- Working Memory
- Long Term Memory
Sensory Register
auditory, sight
1-3 seconds
decide what I am being made aware of. constantly washed over and only catch about 2-4 words at a time.
EX: sound(hearing professor talk) echo, you will remember voice later.
Working Memory
maintain 5-9 items with repetition.
Attention brings over memory from sensory register.
EX: telephone number or e-mail address
Longer Term Memory
Sent from working memory with memory strategies.
Executive Control Functions
Selective Attention
Task switching
Emotional Regulation
Selective attention
Controlling what you focus on
EX: someone yells out name, loud noise, someone touching you reading a book
Task switching
- inhibitory control:
- Not well developed in young children (5yrs and up)
Inhibitory control
being able to inhibit previous set of processes to put into new approach
Metacognition
Thinking about thinking
EX: coming to conclusions about your learning style. Self awareness better we are at problem solving.
Age Trends
info-processing developmental trends
Executive Functioning
- marked development preschool years
- fully active 6-7 years (increased metabolism in cortex, development in prefrontal lobe)
- 14 to 16 yrs all tools developed (adult level): synaptic pruning, mylenation
- processing speeds peak in mid-adolescence
- long term memory increases well past adolescence
Memory
Intentional and unintentional memory processing
Intentional
memory
is memorization
ex: learning your birthday
errors in memory
episodic memories are never 100% perfect.
- fuzzy traces, vague
-memories decay over time
Interference
retroactive= new hurts/old proactive= old hurts
false memory
loftus experiment of car crash
-did the see broken glass?
answer manipulated by words used “bump” no glass “crash” glass.
Rehersal
Memory
Not most affective
-simple strategy
Organization
Memory
categories/cluster. more effective than cluster. CHUNKING
Chunking
looking for the patterns
a type of orgnaization
Elaboration
Most effective
Visual and verbal link between items or groups of info. Connecting conceptually or semantically takes time.
Working memory
increases
increases from beginning of adolescences until early adulthood
long term memory
effectively unlimited capacity. Improves throughout childhood and lifely in adolescence as well.
memory test
- digit span:
- word span: order doesn’t matter
Decision Making
- Important: decision opportunities become available
- Decision making competency approves.
- examine multiple perspectives, weigh risks, imagine outcomes, regulate emotions.
personal fable
rules that apply do not effect me
EX: smoking I don’t inhale, I eat healthy.
Critical Thinking
thinking reflectively, productively evaluating evidence before making decisions
Critical thinking improves
- speed
- automaticity
- breadth of content acknowledgment
- greater and more spontaneous strategy use.
Reasoning and Problem Solving
related to critical thinking
-Individual differences in problem solving
Individual differences of problem solving
effects of language/prior knowledge/culture
EX: understanding you can get a better deal at vons than ralphs buy comparing the differences.
Metacognition
Thinking about thinking, knowing about knowing.
-Self Regulatory Learning
Self- Regulatory Learning
The self generation and self-monitoring of one’s thoughts, feelings, and behaviors in order to reach a goal
- being aware of one’s goal
- monitoring progress towards goals
Info Processing Theory Critiques
Strengths
4
- Produce testable hypothesis
- model is intuitive
- maturation/cognitive processes: biological change over time
- describes simple process of change
Info-Processing Theory Critique
Weaknesses
3
- Does not take social interactions into account, enough
- computer analogy fits a bit too well and maybe a product of our time.
- Where is the unconscious? Hard time explaining that.
Vygotsky
- Russian
- died from TB in 1934
- Jew books burned in Russia
