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3. ATTENTION
We focus the thought in one specific task, is motivated to develop a task, and to reach
a goal
4. MEMORY
Codification: Information is initially registered in a way that the memory can use.
Storage: Mainting of the stored material in the memory.
Retrieval: Localization of the storage material, consciousness and utilization.
Types of memory:
Declarative memory for the objective information (decontextualized) Ex. Names,
faces, dates, etc.
Semantic memory for the general knowledge of the facts related with the world. Ex.
Concepts.
Episodic memory of the individual/personal facts of our life. Ex. A trip, a date
Procedural memory for the motor and executive skills needed to undertake a task.
Reproductive Strategies
Successive repetitions
Mechanical associations
Short-term memory
Elaborative strategies
Include the information in a
reference
framework
(CATEGORIZE)
Relation with other memories
(GROUP)
Conversion
in
an
image
(mnemotic method)
Long-term memory
3.2 DEVELOPMENT OF THINKING: FORMATION OF CONCEPTS AND PROBLEM
SOLVING
Basic and superior cognitive processes
Perception, attention, memory Language, Thinking process, Solving problems
(Scientific and Critical thinking)
Highlighting differences
Formal thinking vs. critical and meaningful thinking
Individual discovering vs. social interaction
Self-learning vs. Scaffolding
Assimilation and accommodation vs. appropriation and internalization
Language as a communications of what exists vs. language as thinking tool
Cognitive change
Simple structures and strategies are replaced by more complex
Isolated knowledge towards integrated knowledge
Critical thinking
Is a way of approaching and solving problems based on arguments persuasive, logical
and rational.
Involves verifying, evaluating and choosing the right answer to a given task and
reasoned rejection of other alternatives solutions
An active process, coordinated, complex, which involves thought.
Stages of development of critical thinking are: Evocation, Realization of meaning,
Reflection
Problem solving
a)
Determining the nature of the problem
b)
Selecting the components of the appropriate performance to solve the problem
c)
Selecting an adequate strategy to combine the components of the performance
d)
Selecting one or more representation of the relevant information to solve the
problem in a limited time
e)
Decide how to use their sources of a processing
f)
Monitoring their performance
g)
Interpreting the feedback about the efficacy of their efforts
h)
Deciding how to act according to the feedback received
i)
Change their performance according to the feedback received.
Steps in school activities
To create previous conceptions of the task in a meaningful and challenging situation
(situated and contextualized learning)
Understand the situation and the sense of it
Evaluate different strategies, explore alternatives and experience in an interactive
situation.
Domain of the action, internalization, automation.
Consolidation
Assessment and meaningful use of knowledge and transference.
Aspects to take into account when planning educational activities
ZDP (progressive process)
Individual differences (five dimensions)
Previous ideas (not wrong ideas)
Meaningful and authentic activities
Variety of experiences and time (quantity and quality)
Variety of contexts
Integration of emotions, judgement, values, physical and cognitive aspects.
Motivation, feedback and cognitive and metacognitive processes.
3.3 THINKING LANGUAGE
Development of the linguistic competence
Phonology
Semantic
Basic
units
of Meaning
sound (phonemes) symbols
Sintaxis
Pragmatic
an Grammatical rules Abilities
to combine words
efficiently
communicate
to
Human beings need to learn four kinds of knowledge to develop the linguistic
competence.
1. Language development
Development of the linguistic competence
Sequential language
HolophraseTelegraphic
talkVocabulary
comprehensiongrammatikpragmatic (dialogue-conversation)
and
The teacher must connect with the content representation that the students have and
help them to modify it.
Students should modify their initial representations so that the new ones become rich
and complex, and that can be learned and assumed.
Initially, the teacher strategically makes a renounce in order to reach a shared system
of meanings and representations.
This process is possible essentially because of the spoken language.
Vocabulary acquisition
Influencing factors
Educative strategies
Frequency in the use of words
Take profit of the quotidian situations
The words place in the context of Use the language in a diverse way
interactions
Enrich the vocabulary
Sensibility to the adequate moments
Use language in different interaction
Reachable difficulty level
contexts
Ask and listen, let them express, provide
feedback
Self-regulation through language
Influencing factors
Adults ability to act as a model
Ability to present problems that require
thinking
Ability in the transfer of a task realization
Educative strategies
-Metacognitive self-interrogation patterns
-Think in loud voice
-Ask aspects that require self-regulation
(procedures, games description, etc.)
-Talk about what they have done during
day
and
ask
for
a
temporal
sequence/order
-Talk about the consequences of
possible actions
-Organization of the free time; class
tasks, home collaboration, etc.
Audiovisual material recommended to study the development of the writing process.
Conclusions
Linguistic competences development start with the birth (natural conditionings) and
improve through education.
Language and thought are developed in a dialectical interrelation, talk structures are
converted into basic thinking structures (inter-intra).
The language improvement requires the learning of a variety of knowledge, which has
to be taught in interactive contexts through authentic tasks, with practical sense
(contextualized).