Cognitive Development and Language: Cluster 2

Cognitive Development and Language
Cluster 2
Modules 3 6
Educational Psychology, ALE, 11th Edition ISBN 0137144547
2011 Pearson Education, Inc. All rights reserved.
Focus Questions
What are the three questions that cut across theories of development and three general principles of agreement? How does language usually develop during the school years, and what happens if children are learning tow languages at once? How does childrens thinking differ at each of the four stages of development Piaget described? How do cultural tools and social influences shape thinking in Vygotskys theory of cognitive development?? What is the zone of proximal development? What are the similarities and differences between Piagets and Vygotskys ideas about cognitive development? What are the implications of Piagets and Vygotskys theories for teaching students of different ages?
2011 Pearson Education, Inc. All Rights Reserved.
Educational Psychology, ALE. 11th Edition

Anita Woolfolk ISBN 0135094100
What would you do?
Review What would you do? on p. 29
What do these students reactions tell you about childrens thinking? How would you approach this unit? What more would you do to listen to your students thinking so you could match your teaching to their level of thinking? How would you give your students concrete experience with symbolism? How will you decide if the students are not developmentally ready for this material?

Three Big Questions
Nature vs. Nurture
Which drives development?
Impossible to separate influences; both are critical
Continuity vs. Discontinuity
Does progress ebb and flow or does it build gradually? Sensitive periods better descriptors for points where children are best able to learn
Critical Periods

Three Guiding Principles

Different rates of development Development is orderly Development is gradual

Development
Orderly, adaptive changes we go through from conception to death
What does this mean?
Types of development: physical, personal, social, cognitive Maturation (nature rather than nurture)

Changes are genetically pre-determined Similar across individuals and cultures

Brain Physiology
Parts of the brain:

Neurons and their components Lobes and cortex (hierarchical functions)
Hemispheres and their role in cognition (lateralization)
Left associated with language processing and creativity Right associated with visual-spatial organization Less pronounced for left-handed persons and women


Neurons
Communication mechanisms in the brain Control transmission of chemicals called neurotransmitters Action potentials, or tiny electrical surges, guide communication Neurotransmitters are absorbed by other neurons dendritic branches, which continues the communication process.

Physiology and Instruction
Individual experiences Direct instruction Types of learning

Direct (vertical, oblique, horizontal) Indirect (situational) Behavioral Emotional Cognitive Others?

10
Instruction
Learner cognitive preferences or strengths
Some students will learn better with visual tasks, others with auditory tasks, etc.
Vary classroom activities to both cultivate a variety of skills and allow individuals opportunities to shine in their areas of strength
Plasticity and development
Many behavioral and cognitive disorders are neurological
Young children have extremely plastic minds; they are heavily influenced by extreme events and flourish in rich environments that include diverse but controlled tactile, visual, auditory and other stimuli.

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Jean Piaget
Piaget was a Swiss psychologist who spent thousands of hours observing and writing about children in the early and middle 20th century Piagets body of research (research corpus or research programme) focused on ways in which childrens development progresses as they grow older

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Piaget
Piaget is best known for two major ideas that serve as fundamentals of educational psychology:

Organizational structure of the mind Stages of childhood development

13
Piaget: Organization
Hypothesized learning is an on-going process of taking in and organizing new information The mind is a network of nodes connected by links (much like neurons) that, together, function as frameworks for experiences and expectations. He called these schema (Woolfolk calls them schemes).

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Schemata (plural of schema) are like scripts for our beliefs about certain situations They are adaptive and help us function both in new and in frequent experiences Piaget theorized that we all have schemata for many situations and develop them at an early age

15

Assimilation fitting new information into existing schema Accommodation altering schema or creating new schema to fit new material Equilibration search for balance between existing schemata and new input Disequilibrium lack of balance between existing schemata and new input
Piaget hypothesized disequilibrium motivates us to engage in learning and work to establish equilibrium by means of accommodation.
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Piaget: Stages
Sensorimotor (0-2 years)
Imitation, memory and thought develop Recognize object permanence Reflex to goal-directed activity
Language acquisition and use Symbolic thinking Logical reasoning (A will lead to B) Egocentric
Preoperational (2-7 years)


17
Piaget: Stages
Concrete operations (7-11 years)

Solve logical problems through manipulation Laws of conservation Understands reversibility Abstract thinking Scientific (logico-mathematical) reasoning Social, multi-layered, complex thinking
Formal operations (11- adult)


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Piaget: Stages

Limitations of stage model Value of stage model What comes after formal operations?
Other terms of interest Object identity Compensation (e.g. height for width) Classification (grouping) Seriation (sequential ordering) Reversibility (follow thinking in multiple directions)
19
Neo-Piagetian Views
Case (1992/98) suggests children develop stage-wise across discrete domains, so they may advance more quickly in one domain than in another Other ideas or explanations for Piagets findings?

20
Piaget: Implications
Select materials and activities appropriate to students comprehension abilities
Challenge students, but provide adequate support in order to ensure they are able to move fluidly from disequilibrium to equilibrium and so on. Children must interact with reality in order to learn. Opportunities to manipulate (e.g. play) and apply classroom material is critical.
Knowledge is constructed

21
Lev Vygotsky
Russian psychologist (1896-1934), much of whose work was suppressed until the dissolution of the USSR Focused on sociocultural theory, the idea that all development takes place in social settings and is therefore influenced by social forces Developed theories as he worked to improve his own teaching and looked for ideas that might help explain and guide his experiences as an educator

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Sociocultural Theory
Information is passed in two phases: interpsychologically and then intrapsychologically Experiences are co-constructed; both the teacher and the learner participate in the process of knowledge acquisition or construction

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Role of Social Interaction

Piaget: Disequilibrium is the key to learning. Vygotsky: Encounters with more experienced people (experts) is key to learning. Piaget: Peer-to-peer interaction is the best source of motivation to learn. Vygotsky: Adult or older person-to-child interactions as ideal sources of learning.

24
Cultural Tools
Tools employed in the culture, in frequent social situations (e.g. calculators, blogs, wikis, PDAs, cell phones, etc.) are critical to cognitive development People are best able to represent their thoughts when they are familiar with commonly accepted forms of communication

25
Language
Language is central to sociocultural theory because it is the primary means of information transmission between expert and learner Private Speech vs. Egocentric Speech:

Piaget viewed egocentric speech as evidence of childrens social immaturity Vygotsky viewed private speech as a tool for simplifying complex tasks Have you ever found yourself talking out loud while trying to solve a difficult problem?

26
Zone of Proximal Development
The Zone of Proximal development is known as the ZPD

27
Scaffolding
Scaffolding is the work required by the expert necessary to bring the learner from that which they are capable of doing alone to that which they are capable of doing with assistance. It is also used to describe the act of assistance itself.
28

Language
Language development is a part of the manner in which many of us learn about nuances of our culture and appropriate forms of interaction. Those who have mastered one language are better able to learn others. Thus, young children actually tend to learn foreign languages more slowly than children in middle childhood and adolescence.

29
Language
Pronunciation, however, ought to be taught early; adolescents and older people tend to speak languages with an accent if they learned them after about age 12-14. Your book provides an overview of language development stages in early childhood.

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Cultural Notes
Western children seem to progress through development at different paces than non-Western children Cognitive development and language development also seem to develop differently, though many variables must be taken into account

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Instruction

Pronunciation Grammar Vocabulary and meaning Pragmatics (appropriate use of language) Metalinguistic awareness Partnership with families

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Review
Piaget and Vygotsky suggest a paradigm of cognitive development through physical and social stimulation. Cognitive development requires sensory stimulation; high variability in sensory experiences leads to high levels of cognitive development.

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Review
Children should have opportunities to play. Students should not be assisted with that which they are able to do by themselves; they should be assisted to achieve slightly more than they might on their own.

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Cognitive Development and Language

Educational Psychology, ALE, 11th Edition ISBN 0137144547

2011 Pearson Education, Inc. All rights reserved.

Educational Psychology, ALE. 11th Edition

What would you do?

Review What would you do? on p. 29

Educational Psychology, ALE. 11th Edition

Three Big Questions

Nature vs. Nurture

Which drives development?

Impossible to separate influences; both are critical

Continuity vs. Discontinuity

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Three Guiding Principles

Different rates of development Development is orderly Development is gradual

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Orderly, adaptive changes we go through from conception to death

What does this mean?

Changes are genetically pre-determined Similar across individuals and cultures

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Parts of the brain:

Neurons and their components Lobes and cortex (hierarchical functions)

Hemispheres and their role in cognition (lateralization)

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Physiology and Instruction

Individual experiences Direct instruction Types of learning

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Learner cognitive preferences or strengths

Plasticity and development

Many behavioral and cognitive disorders are neurological

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Organizational structure of the mind Stages of childhood development

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

Sensorimotor (0-2 years)

Preoperational (2-7 years)

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Concrete operations (7-11 years)

Formal operations (11- adult)

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

2011 Pearson Education, Inc. All Rights Reserved.

Educational Psychology, ALE. 11th Edition

2011 Pearson Education, Inc. All Rights Reserved.

Select materials and activities appropriate to students comprehension abilities

Educational Psychology, ALE. 11th Edition