EDPS Ch.6

Formal Operation Stage (4)

(11-15)Piaget's 4th stage of his developmental theory, from age 11-15 During this stage individuals think beyond concrete experiences, people learn abstract and logical ways. -hypothetical -deductive reasoning -Adolescent ego-centrism Imaginary audience personal fable

symbolic function substage

(2-4 years) The first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to represent mentally an object that is not present. -Egocnetrism Animism

concrete operational stage(3)

(7-11) in Piaget's theory, the stage of cognitive development (from 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events Can classify objects and understand relationships between them can reason using concrete examples -seriation -transitivity

preoperational stage

(Most fun) in Piaget's theory, the stage (from about 2 to 7 years of age) during which a child learns to use language but does not yet comprehend mental operations of concrete logic Children begin to represent the world with words, images,and drawings - lack of conversations -centration

Object Permanance

(Sensorimotor) One of an infant's most important accomplishments: understanding that objects continue to exist even when they can not be directly seen or heard.

Intuitive Though Stage

(ages 4-7) Second substage child ask " what/ Who? Why?"

Anismism

A facet of pre-operational thought- the belief that inanimate objects having life like qualities and are capable of action

Equilibration

A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next.

Accommodation

Adjusting existing schemes to fit new information and experiences. Ex. A child learns that not all moving vehicles are cars since some are trucks and vans.

Piaget theory of cognitive development

Children actively construct their own knowledge of the world Organization and adaption systematic changes in children's thinking

Assimilation

Children use existing schemes to incorporate new information into existing knowledge schemes. Ex. A child might call all moving vehicles the fit a description as vehicles

Orginization

Concept of grouping isolated behaviors into a higher order, more smoothly functioning cognitive system undergoes continual refinement cognitive organization of experiences

Vygotsky theory of cognitive development

Criticisms -Not specific enough about age related changes -Does not adequately account for role of socioemotional capabilities in cognitive development may have overemphasized the role of language in thinking

Piaget: processes of development

Equilibration: Explanation of cognitive shift (qualitative) from one stage of though to the next Disequilibrium: Cognitive conflict motivation for change Equilibrium: resolve conflict through assimilation and accommodation

Vygotsky's Zone of Proximal Development (ZPD)

For task that are too difficult for children to master alone but can be mastered with guidance and assistance from adults or more skilled children

core knowledge approach

Infants are born with domain-specific innate knowledge systems. Among these domain specific knowledge systems are those involving space, number sense, object permanence, and language.

A- not- B error

Infants make the mistake of selecting the familiar hiding place (A) of an object rather than its new hiding place(B) Ex. the green blanket

hypothetical-deductive reasoning

Piaget's formal operational concept that adolescents have the cognitive ability to develop hypotheses, or best guesses, about ways to solve problems

Piaget Processes of Development

Schemes Assimilation Accommodation -organization Equilibration

Piaget Theory of Cognitive Development

Sensorimotor stage ( birth -24 months) Preoperational stage (2-7) play activities help the child to understand life events and relationships. Concrete operational stage (7-11) concrete objects, logical thinking, incorporates another's perspective. Formal operational stage - (11 and older) abstract thinking.

Piaget Differences

Sociocultural Context- Little emphasis Cognitive constructionist Stages- Strong emphasis on stages(sensorimotor, preoperational, concreate operational, and formal operational) Key processes - schema, assimilation, accommodation, operations,conservation, classification Language-Minimal role;cognition primarily directs language Education refines the child's cognitive skills that have already emerged

vygotsky Differences

Sociocultural Cotext: Social constructionist approach Vy- Strong emphasis, Social Constructionist No general stages of development proposed Key processes- --- Zone of proximal development, language,dialogue, tools pf the culture Roles of language--- major role, shaping thought View on education--- Education plays a central role, helping children learn the tools of the culture

Vyt & Piagets similarities

Teaching Implications- Teacher is a facilitator and guide, not a director Learn, collaboration and guidance may be too helpful

imagenary audience

The aspect of adolescent ego-centrism that involves feeling that one is the center of attention and sensing that one is on stage

Scaffolding

Vygotsky used to describe the changing level of support over the course of a teaching session to fit child's current performance level; - dialogue is important tool

Schemes (Piaget)

actions or mental representations that organize knowledge Behavioral schemes- physical activities-infancy Mental schemes-cognitive activities- childhood

Conservation

awareness that altering an object's or a substance's appearance does not change its basic properties

centration

focusing attention on one characteristic to the exclusion of all others

sensorimotor stage(1)

in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities. Starts with Body(sucks hand), Move outwards intentional (sucks car) -object permanence A-not-B-error

Operations

reversible mental actions that allow children to do mentally what before they had done only physically

Transitivity

the ability to logically combine relations to understand certain conclusions. Concrete Operational thought

Seriation

the concrete operation that involves ordering stimuli along a quantitative dimension (such as length)

adolescent egocentrism

the heightened self-consciousness of adolescents, which is reflected in adolescents' beliefs that others are as interested in them as they are in themselves, and in adolescents' sense of personal uniqueness and invincibility

Egocentrism

the inability to distinguish between one's own perspective and someone else's perspective Ex. the 3 mountains task

personal fable

the part of adolescent egocentrism that involves an adolescent's sense of uniqueness and invincibility (or invulnerability)