copyright 2001 by allyn and bacon chapter 2: cognitive development and language ed psych 202/dr....

Copyright 2001 by Allyn and Bacon

Chapter 2: Cognitive Development and Language

Ed Psych 202/Dr. Bauer

Marietta College


Overview

Definition of Development Piaget’s Theory of Cognitive

Development Implications of Piaget’s Theory Vygotsky Sociocultural

Perspective Implications of Vygotsky’s Theory Development of Language


Concept Map for Chapter 2

Piaget’s Theoryand

Implications

LanguageDevelopment

Vygotsky’s Theoryand

Implications

DevelopmentDefined

CognitiveDevelopment and

Language


Development


Types of Developmental Change

PhysicalPersonalSocial Cognitive


Principles of Development

Rates differOrderlyGradual


Brain Development

Main structures Specialization

and integration Lateralization Storing and

transferring information


Jean Piaget


Piaget’s Theory of Cognitive Development

MaturationActivitySocial transmissionEquilibrationMnemonic: MASE


Piagetian Terminology Organization

Schemes / schema Adaptation

Assimilation Accommodation

Equilibration Equilibrium Disequilibrium


Piaget’s Stages of Cognitive Development

Sensorimotor Pre-operational Concrete

operations Formal

operations


Sensorimotor Stage: 0-2

Learning through 5 senses

Object permanence

Goal directed actions


Rules for Toddlers

If I like it, it’s mine. If it’s in my hand, it’s mine. If I can take it from you, it’s mine. If I had it a little while ago, it’s

mine. If it’s mine, it must never appear to

be yours in any way.


Rules for Toddlers, continued

If I’m doing or building something, all the pieces are mine.

If it looks like mine, it’s mine. If I saw it first, it’s mine. If you are playing with something,

and you put it down, it automatically becomes mine.

If it’s broken, it’s yours!


Preoperational Stage: 2-7

Operations Semiotic function One-way logic Difficulty with

centering & conservation

Egocentrism Language

develops


Concrete Operational Stage:

Ages 7 - 11 ‘Hands on’

thinking Conservation,

identity, compensation

Reversability Classification Seriation


Formal Operational Stage:Ages 11 - 15

Not all individuals reach this stage

Hypothetico-deductive reasoning

‘Scientific’ reasoning

Adolescent egocentrism & imaginary audience


Implications of Piaget’s Theory for Teachers

Understanding students’ thinking ‘Match’ teaching to cognitive stage

Presentation strategies Illustrations and examples Assignments Use disequilibrium to motivate

Individuals ‘construct’ knowledge Use disequilibrium to motivate

See Guidelines, Woolfolk pp. 33, 36, & 38


Create a Mnemonic forPiaget’s Four Stages

Examples:

Sometimes Piaget Can Frustrate!

Sophomore Psychologists Can’t Fail!


Limitations of Piaget

Stage theory inconsistencies

Underestimating children's abilities

Cognitive development & information processing

Overlooks influence of cultural and social groups

See Point▼Counterpoint, Woolfolk p. 41


Lev Vygotsky


Vygotsky Sociocultural Perspective

Knowledge is co-constructed Interpsychological Intrapsychological

Social interactions Role of cultural tools Role of language & private speech Self-talk & learning Role of adults and peers


Private Speech: Piaget versus Vygotsky

Piaget Vygotsky

Developmental Significance

Lack of ability

External thinking

Course of Development

Declines with age

Increases in youth, then declines

Relationship to Social Speech

Negative; immature

Positive; social stimulated

Relationship to Environmental Context

Piaget did not comment

Increases with task difficulty


Implications of Vygotsky’s Theory for Teachers

Assisted learning Scaffolding Zone of proximal

development Collaborative learning Alternative

assessment See Table p. 50 &

Guidelines p. 52


Reflection Questions

Compare Piaget with Vygotsky regarding implications for teaching.

Compare disequilibrium with the zone of proximal development.

Compare the role of social transmission in Piaget’s and Vygotsky’s theories.


Language Development


Language Development

Reinforced behaviors or special capacity for language learning?

Influences of heredity and environment


Language Development:The School Years

Pronunciation Syntax Vocabulary & meaning Metalinguistic awareness


1st Grade Teachers and Literacy

Build on existing emerging literacy skills

Be supportive and positive Actively involve children in meaningful,

functional language experiences Acknowledge differences Emphasize reading Develop partnerships with families See Family and Community

Partnerships, Woolfolk, p. 56


Summary

Definition of Development Piaget’s Theory of Cognitive

Development Implications of Piaget’s Theory Vygotsky Sociocultural

Perspective Implications of Vygotsky’s Theory Development of Language


Review Questions

What are three principles of development?

What part of the brain is associated with higher mental functions?

What is lateralization and why is it important?

What are the main influences on cognitive development?

What is a scheme?


Review Questions

As children move through Piaget’s four stages, what are the major changes?

What is the “problem of the match”? What is active learning? Why is Piaget’s

theory consistent with active learning? What are some limitations of Piaget’s

theory? Explain how interpsychological development

becomes intrapsychological development.


Review Questions

What are the differences between Piaget’s and Vygotsky’s view of private speech and its role in development?

What is assisted learning? Scaffolding? What is a student’s zone of proximal

development? How are humans predisposed to develop

language? What role does learning play? Describe teacher actions and responses

that encourage language development.


Compare & Contrast Piaget’s and Vygotsky’s Theories.

Piaget Vygotsky Key concepts Role of teacher Can development be accelerated? How does the child’s thinking change with age? How does social interaction affect cognitive level?



Short Answer

When a child can focus on both width and length of two triangles in order to compare their areas, Piaget would say that the child is capable of _________________.


Short Answer

When a child can focus on both width and length of two triangles in order to compare their areas, Piaget would say that the child is capable of decentering.


Multiple Choice

According to Vygotsky, which of the following would be most influential on a child’s learning?

a. Social transmissionb. Cognitive levelc. Repetition of informationd. Maturation


Mnemonics: How Will You Remember…...

Piaget’s influences on development?

Piaget’s four stages?

The zone of proximal development?


Time for Bill’s Story: Hearing Aid loss

copyright 2001 by allyn and bacon chapter 2: cognitive development and language ed psych 202/dr....

Documents

bacon development slide

bacon chapter

bacon rules

mase slide

information slide

bacon jean piaget slide

bacon sensorimotor stage

bacon preoperational