Educational Psychology-Development Of Cognition And Language

Front 1

Cognitive Development

Back 1

Changes in the ways we think and process information

Front 2

Development

Back 2

the orderely, durable changes in learners resulting from a combination of experience, learning, and maturation

Front 3

Principles of development

Back 3

1) Learning contributes to development
2) Experience enhances development
3)Social interactions is essential for development
4) Development strongly depends on language
5) Development is continuous and relatively orderly
6) Individuals develop at different rates
7) Development is influenced by maturation, genetically controlled, age-related changes in individuals

Front 4

Piaget's Theory

Back 4

People have an innate need to understand how the world works and to find order, structure, and predictability in their existance

Front 5

Equilibrium

Back 5

a state of cognitive balance between individuals' understanding of the world and their experiences

Front 6

To achieve and maintain equilibrium, people employ what two processes

Back 6

1) Organization

2) Adaption

Front 7

Schemes

Back 7

Mental patterns, operations and systems

Front 8

Examples of schemes

Back 8

- infants object permanence scheme (the idea that an object still exists even if we can't see it
- classification schemes
- driving scheme

Front 9

Organization

Back 9

the process of forming schemes in an effort to understand how the world works

Front 10

Adaptation

Back 10

the process of adjusting schemes and experiences to each other to maintain equilibrium
Ex: as you learn to drive a car with an automatic transmission and then later buy a car with a stick shift, you must adapt your driving scheme automatically

Front 11

Two reciprocal processes of Adaptation are ___ and ___ which are required to maintaining equilibrium

Back 11

1) Accomodation

2) Assimilation

Front 12

Accomodation

Back 12

a form of adaptation in which an existing scheme is modified and a new one is created in response to experience.
Ex: as you learn to drive with a stick shift, you modify your orginal "driving" scheme and create a "driving with stick shift" scheme

Front 13

Assimilation

Back 13

a form of adaptation in which an experience in the environment is incorporated into an existing scheme
Ex: once you learned to drive a car with a stick shift, you likely will also be able to drive a pick up truck into your "driving with a stick shift" scheme

Front 14

All growth depends on existing ______

Back 14

schemes; a scheme is never formed in isolation

Front 15

Major contribution of Piaget's theory

Back 15

Teacher should select and present topics that build on learners' current understanding and disrupt equilibrium enough to be motivating but not overwhelming

Front 16

Social experience

Back 16

Process of interacting- usually verbally with others, in development

Front 17

Piaget's stages of development

Back 17

1) Sensorimotor (0-2)

2) Preoperational (2-7)

3) Concrete Operational (7-11)

4) Formal Operational (11-adult)

Front 18

Sensorimotor Stage

a) define
b) characteristics
c) examples

Back 18

A) children use their senses and motor capacities to make sense of the world. The schemes developed are based on their physical interactions with their environments
B) goal-directed behavior, object permanence (represents objects in memory)
C) using eye-hand coordination to put things in their mouth, make a jack in the box pop up, searches for object behind parent's back

Front 19

Preoperational Stage

a) define
b) characteristics
c) examples

Back 19

a) perception dominates childrens' thinking
b) rapid increase in language ability with overgeneralized language, symbolic thought, dominated by perception
c) points out car window and says "truck" , concludes that all the water in a sink came out of the faucet

Front 20

Characteristics of peoperational thinking

Back 20

1) Egocentrism
2) Centration (centering)
3) Transformation
4) Reversibility
5) Systematic reasoning

Front 21

Egocentrism

a) define

b) example

Back 21

a) the inability to interpret an event from someone else's point of view

b) in the cartoon Dolly believes it is her dad's fault she missed the ball

Front 22

Centration

a) define

b) example

Back 22

a) the tendency to focus on the most perceptually obvious aspect of an object or event to the exclusion of all others

b) when we see a clothing price of $69.95 we tend to center on the $69 to make the item seem less expensive

Front 23

Transformation

a) define

b) example

Back 23

a) the ability to mentally trace the process of changing from one state to another

b) a person is able to mentally represent the process of changing clay from a ball to a pancake shape

Front 24

Reversibilty

a) define

b) example

Back 24

a) the ability to mentally trace a line of reasoning back to its begining

b) a person can mentally trace the pancake-shaped clay back to the shape of the ball

Front 25

Systematic Reasoning

a) define

b) example

Back 25

a) the process of using logical thought to reach a conclusion

b) a person concludes that it is likely to rain because it is humid and cloudy and it usually rains when it is humid and cloudy

Front 26

Concrete Operational Stage

Back 26

characterized by the ability to think about concrete objects

Front 27

Two logical operations that develop during the concrete operational stage are ______ and ______

Back 27

1) Seriation

2) Classification

Front 28

Seriation

Back 28

The ability to order objects according to increasing or decreasing length, weight, or volume. This ability gradually evolves until it is finally acquired at about age 7 or 8

Front 29

Classification

Back 29

Process of grouping objects on the basis of a common characteristic.

Front 30

Formal Operational Stage

Back 30

The learner can examine abstract problems systematically and generalize about the results

Front 31

Characteristics of formal thought

Back 31

- Thinking abstractly

- thinking systematically

-thinking hypothetically

Front 32

Guidelines that increases the effectiveness of laboratory simulations

Back 32

- Ensure that learners have adequate background knowledge before begining the simulation. If background knowledge is lacking, provide examples and other representations of the content to develop it
- To check for understanding, review the procedures involved in the simulation before students complete the activity
- Make the logic behind operations visible by carefully recapping the experience in a whole-class discussion after the students have completed it
- Require students to apply the ideas they learn in the simulation to other, real world problems

Front 33

Piaget's Work: Instructional Strategies

Back 33

- provide concrete experiences that represent abstract concepts and principles
- help students link the concrete representations to the abstract idea
- use social interaction to help students verbalize their developing understanding
- design learning experiences as developmental bridges to more advanced stages of development

Front 34

Sociocultural theory of development

Back 34

Emphasizes the crucial influence that social interactions and language, embedded within a cultural context, have on cognitive development

Front 35

Vgotsky's two important factors in human development are_____ and ______

Back 35

1) social interaction

2) language

Front 36

Three roles of language according to Vgotsky's Theory

Back 36

1) through social interactions, language gives learners access to knowledge others already have
2) language provides learners with cognitive tools that allow them to think about the world and solve problems; encouraging children to talk about their experiences promotes both learning and development
3) language serves an individual function; it gives us a means for regulating and reflecting on our own thinking

Front 37

Private Speech

Back 37

Self-talk that guides thinking and action; when first muttered aloud and then internalized, forms the foundation for complex cognitive skills such as sustaining attention

Front 38

Roll of culture (Vgotsky)

Back 38

The language of a culture becomes a cognitive "tool kit" that children use to conduct their interactions and make sense of the world

Front 39

Vgotsky's Instructional Strategies

Back 39

1. Embed learning activities in a context that is culturally authentic
2. Create learning activities that involve students in social interactions
3. Encourage students to use language to describe their developing understandings
4. Create learning activities that are in learners' zones of proximal development
5. Provide instructional assistance to promote learning and development

Front 40

Zone of Proximal Development

Back 40

A range of tasks that an individual cannot yet do alone but can accomplish when assisted by a more skilled partner

Front 41

Scaffolding

Back 41

assistance that allows students to complete tasks they cannot complete independently

Front 42

Types of Scaffolding

Back 42

1. modeling
2. think aloud
3. questions
4. adapting instructional
materials
5. prompts and cues

Front 43

Modeling- Example

Back 43

An art teacher demonstrates drawing with two-point perspective before asking students to try a new drawing on their own

Front 44

Think Aloud- Example

Back 44

A physics teacher verbalizes her thinking as she solves momentum problems at the chalkboard

Front 45

Questions- Example

Back 45

After modeling and thinking aloud, the same physics teacher "walks" student through several problems, asking them questions at critical junctures

Front 46

Adapting Instructional Materials- Example

Back 46

An elementary physical education teacher lowers the basket while teaching shooting techniques and then raises it as students become proficient

Front 47

Prompts and Cues- Example

Back 47

Preschoolers are taught that "the bunny goes around the hole and then jumps into it" as they learn to their shoelaces