sternberg&williams ch2

7/28/2019 Sternberg&Williams Ch2

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2007 McGraw-Hill Higher Education. All rights reserved.

C H A P T E R 2

Cognitive and Language

Development


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Piagets Theory

Schemes

Assimilation

Accommodation

Organization

Equilibration

Actions or mental representations

that organize knowledge

Incorporating new knowledge into

existing schemes Adjusting existing schemes to fit

new information and experiences

Grouping isolated behaviors into a

higher-order system A shift, a resolution of conflict to

reach a balance


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Cognition unfolds in a

sequence of four stages.

Each is age-related anddistinctive

Each stage is

discontinuous from and

more advanced thanthe previous

Piagets Four Stages


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Piagets Four Stages


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Coordination ofsensory experiences

with motor actionsObject permanenceinvolves the

realization that objects continue to exist

over time

Piagets Sensorimotor Stage


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Piagets Preoperational StageSymbolic Function Substage

Symbolic Thought: ability to represent mentallyan object that is not present.

Limitations:

Egocentrism: The inability to distinguish betweenones own perspective and someone elses perspective.

Animism


7/40 2008 McGraw-Hill Higher Education. All rights reserved.

The Three Mountain Tasks



Piagets Preoperational StageSymbolic Function Substage

Limitations:

Egocentrism

Animism: The belief that inanimate objects havelifelike qualities and are capable of action.



Stages of Animism

Almost everything is alive and

conscious

Only those things that move are alive

Only those things that manifest

spontaneous movements are alive

Consciousness is limited to the animal

world



Piagets Preoperational StageIntuitive Thought Substage

Intuitive Thought rather than logical thinking

Centration: focuses on one characteristic to the

exclusion of others

Irreversibility: inability to mentally reverse operations

Lack of Conservation

Classification:ability to classify objects according to onlyone characteristic at a time



Conservation of Liquid



Conservation Tasks



Conservation Tasks (cont)



Piagets Concrete Operational Stage

Conservation: The idea that some characteristics

of an object stay the same eventhough the object might change inappearance.

Classification: Coordinate several characteristicsrather than focus on a singleproperty of an object.

Seriation: Order stimuli along somequantitative dimension.

Transitivity: Combine relations to understandcertain conclusions.

IfA>B, and B>C, then A>C.

Logical reasoning replaces intuitive reasoning,

but only in concrete situations.



Hierarchical Classification

When shown a

family tree of four

generations, the

concrete operationalchild can classify

the members

vertically,

horizontally,and obliquely.



Piagets Formal Operational Stage

Abstract reasoning: think in abstract, idealistic,and logical ways

Hypothetical-deductive reasoning:ability todevelop hypotheses about ways to solveproblems and systematicallyreach a conclusion

Adolescent egocentrism:heightened self-

consciousness and a sense of personaluniqueness



Piagets TheoryTeaching Strategies

Preoperational

Thinkers

Concrete

Operations

Formal

Operations

Manipulate groups of objects

Reduce egocentrism

Draw conclusions and explain why

Encourage children to discover

concepts and principles

Assign operational tasks

Propose problems and encouragehypothesis formation

Suggest alternative approaches to

problems

Develop projects and investigations



Enter the Debate

Should teachers allow preschool,kindergarten, and first-grade students to

play for the bulk of their day?

YES NO



Jennifer, James, and several of their classmates are

playing hide-and-go-seek during indoor recess one

rainy day. Jennifer carefully conceals her entire body

behind Mrs. Johnsons long smock. In contrast, Jameshides only his upper body behind a jacket hanging on a

hook. He giggles, sure that his classmates will never

see him.

Piagets Cognitive ConstructivismTheory into Practice

Q: Based on the information given above, at which ofPiagets stages of cognitive development is James most

likely operating? Explain.



Mr. Jackson has a sand table in his kindergarten

classroom. He provides his students with many

containers of different sizes and shapes to play with

in the sand. He watches as his students carefully

pour sand from one container to another. One little

girl, Michelle, seems amazed when she pours sand

back and forth between two containers. The sand

always fills up one container and only half-fills the

other, yet the containers are the same height.

Q: Based on the information given above, what skill isMichelle most likely developing? Explain.




Mr. Welby teaches high school English. He always

asks his students to find the symbolism in the great

works of literature he assigns. Some students do this

with relative ease. For others it is a real struggle.Many are only able to parrot back what he has told

them in class.

Q.1:At which of Piagets stages are those whounderstand the symbolism in literature likely operating?

Q.2:At which of Piagets stages are those who cannot

understand the symbolism in literature likely operating?




Marsha refuses to go to school one morning because

she is having a bad hair day and is certain that

everyone will stare at her all day. Her mother assures

her that she looks just fine. However, Marsha races

back to the bathroom to attempt to fix her awful

hair.

Q: What would Elkind say is happening here?



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Piaget and Language

Development

Which comes first? Language or

cognition?

Emerges from existing cognitive

structures


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Speech Categories of the

Preoperational Child

Egocentric Speech

Repetition

Monologue

Collective Monologue

Socialized Speech


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Overview of Piaget

Criticisms

Underestimated abilities

May not be stagelike

Underestimated experience

Ages influenced by culture

Contributions


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Vygotskys Theory

Cognitive skills

Can be understoodwhen they are

developmentallyanalyzed

Are mediated bywords, language, andforms of discourse

Have their originsembedded in asocioculturalbackdrop


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Vygotskys Theory

Internalization Interpsychological Intrapsychological

Language Development Preintellectual speech

Nave psychology

Private speech Inner speech


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Zone of Proximal Development

Vygotskys Theory


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Vygotskys Theory

Scaffolding - Teacher adjusts the

level of support as performance rises

Cognitive Apprenticeship - expertsupports novice

Tutoring

Cooperative Learning

work in smallgroups, facilitate one another


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Effectiveness of Cooperative

Learning

Generation of group rewards

Individual accountability


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Peter is having difficulty with his math assignment. His teacher,

Ms. Jacobs helps him work through the first problem step-by-

step. Peter begins to understand the concepts and begins the

other problems. Suzanne also struggles with the assignment.

However, even when Ms. Jacobs works through the firstproblem with her, she still cannot grasp how to do the remaining

problems. Meanwhile, Clarice has breezed through the

assignment with no difficulty at all.

Vygotskys Social Constructivism

Theory into Practice

Q.1: What would Vygotsky say about theassignment for Peter?

Q.2: What would Vygotsky say about the

assignment for Suzanne?


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Peter is having difficulty with his math assignment. His teacher,

Ms. Jacobs helps him work through the first problem step-by-

step. Peter begins to understand the concepts and begins the

other problems. Suzanne also struggles with the assignment.

However, even when Ms. Jacobs works through the firstproblem with her, she still cannot grasp how to do the remaining

problems. Meanwhile, Clarice has breezed through the

assignment with no difficulty at all.

Q.3: What would Vygotsky say about theassignment for Clarice?

Q.4: What would Vygotsky call the assistance Ms.Jacobs gives Peter and Suzanne? Explain.

Vygotskys Social Constructivism

Theory into Practice


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Cognitive and Language

Development

Language

Development

How Language

Develops

What Is

Language

Development?

Biological andEnvironmental

Influences


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Biological and Environmental Influences

on Language Development

Children are neitherexclusivelybiological linguists

norsocial architects of language.

Interactionists emphasize the contributionof both.


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Language is

Phonology Sound system of a language

Morphology Units of meaning involved in wordformation

Syntax Rules for combining words intophrases/sentences

Semantics Meaning of words and sentences

Pragmatics Appropriate use of language indifferent contexts

a form of communication, spoken, written, orsigned, that is based on a system of symbols.


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How Language DevelopsInfancy

Prelinguistic Period

Cooing

Babbling

Holophrastic Period

Telegraphic Period

One two words

Simple Sentences


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How Language DevelopsEarly Childhood

Phonology Sensitive to sounds, rhymes

Morphology Overgeneralize rules

Syntax Complex rules for ordering words

Semantics

6-year-old: 8,000- to 14,000-word

vocabulary

PragmaticsTalk in different ways to different

people


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How Language DevelopsMiddle & Late Childhood

PhonologyAlphabetic principle: letter-sound

correspondence

Morphology Appropriate application of rules

SyntaxComplex grammar; linguistic

awareness

Semantics12-year-old: 50,000-word

vocabulary

PragmaticsCulturally appropriate language

use


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How Language DevelopsAdolescence

Increased sophistication in

use of words

Greater understanding ofmetaphors, satire, and

complex literary works

Better writers

Dialect includes jargon and

slang


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Supporting Vocabulary Development

Through Technology

Computers

Relate the new to the known

Promote active, in-depthprocessing

Encourage reading

Audio Books

Educational Television

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