PSY1004 WEEK 3 Flashcards
define culture
customs, beliefs and habits of particular people at a particular time and their collective intellectual, material, scientific and artistic achievements over historical time
define socioculture
bring together how society, social world of child and culture in which child is living at time may impact their development
what key principles did Vygotsky believe
influenced by marxism so no clear separation between social and individual development
child’s thoughts are influenced by sociocultural contexts
children are collaborators in their own learning alongside adult
psychological tools are acquired through socio-cultural interaction
language most important tool for development
what is the impact of socioculture on play
determines type of practical activity we engage in and learn, so imitate adults through pretend play
create imaginary situations from internal ideas and learn rules of society
give a research example of the impact of socioculture, on play
children in Efe populations imitate work of adults but children in USA are placed in nurseries so do this alot less
what is the impact of socioculture on problem solving
determines the activities we engage in so impacts our thinking and reasoning styles and our experience of these
socioeconomic status predicts later cognitive skill
give an example of impact of socioculture on problem solving
Liberions better at estimating rice quantity than length as more common task
describe the impact of socioculture on language
determines our native languages and subtle language difference affects cognitive development
give research for impact of sociocultures on language
there are no words for >5 quantity in Amazonian and can solve math below 5 easily, however when learning a language including words for >5, become better at these math problems
what was Vygotsky’s beliefs on inner speech
private speech is a mediating tool for thinking and for planning. child’s behaviour originally external (cannot keep thoughts and behaviours internally) and is controlled by adults instructions
progresses to private speech said out loud
then internal monologues at age 7
transition of language from communication tool to thoughts tool is essential for cognitive development
give evidence for importance of self-speech
- children engage in more self-speech in challenging task
- those using external speech when facing challenging tasks are more attentive and perform better on cognitive tasks than quiet children
children prevented from using inner speech perform worse on planning tas
how can we study if a child has developed inner-speech
interrupt, see what happen to performance
what is the zone of proximal development, as developed by Vygotsky
distance between actual developmental level and level of potential development
the increase in development that a child can reach using assistance by more competent person, compared to development without having help. however, only for things they cannot do by themselves
briefly state ZPD 3 levels
lower level - actual level of development (independent ability)
proximal level
upper level - potential level of development (can’t yet do alone)
what should adults do according to ZPD
provide guidance in challenging tasks to break down into more manageable pieces, offer instructions
define scaffolding
(Bruner) learning can be enhanced when more competent people provide supportive framework to support child’s thinking at more higher level than they could achieve independently. adjust as competency develops
what are the 5 aspects of scaffolding?
- recruitment (engage interest)
- reduction of degrees of freedom (reduce number of acts needed to arrive at solution)
- direction maintenance (maintain motivation via encouragement)
- marking critical features (highlight important feature of situation)
- demonstration
what makes effective scaffolding
move up the pyramid
1. general verbal prompts (suggest action, not specific)
2. specific verbal instructions
3. indicates material
4. prepare unit of task for child to then follow on
5. demonstrate
explain contingency, regarding scaffolding
show contingence between decreasing control level if child improves, and if child fails then immediately move up pyramid
how should scaffolding be used in the classroom
interactive, continually adjusted to child
fading: gradually withdrawing support as competency increases
transferring responsibility from teacher to child
bridging: connect existing knowlesge to new
give examples of motor development (applications of Vygotsky’s theories)
Kokwet infants sat and walked earlier as sit up on mothers back during work
Beng infants sit up earlier but walk later (due to cultural belief)
comparisons to WEIRD sanmple
apply Vygotsky beliefs to delayed gratification (marshmallow study)
impact of socioeconomic status on marshmallow task due to elements of risk taking, short-term reward and food security
define socioeconomic status
measure of child’s social standing relative to others and is often measured using family income/parental education
compare and contrast Piaget/Vygotsky on: inner speech
Piaget believed egocentric speech reflects difficulties with POV considerations
Vygotsky argued private speech is used in self-guidance, as well as eventually guided thoughts and behaviours
compare and contrast Piaget/Vygotsky on: ZPD/scaffolding
PIaget believed no interventions
Vygotsky argued adult instruction aids development
compare and contrast Piaget/Vygotsky on: active role
both agree active learning, world interactions important in development, both constructivist
compare and contrast Piaget/Vygotsky on: cognitive stage theories
Piaget: distinct, discontinuous stages with qualitative shifts and no differences between children
Vygotsky: flexible, continuous, gradual quantitative improvements, influenced by differing factors
compare and contrast Piaget/Vygotsky on: culture
Piaget: no impact
Vygotsky: important role
compare and contrast Piaget/Vygotsky on: nature/nurture
Piaget: maturation is important (nature)
Vygotsky: socioculture important (nurture)
