Child Development Laura E Berk 8 th edition

Child Development Laura E. Berk 8 th edition Chapter 6 Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part of any images; Any rental, lease, or lending of the program. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Chart typical course of development Examine individual differences Uncover mechanisms of cognitive development Digital. Vision Royalty Free Stock Photography Goals of Cognitive Development Research Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Basics of Piaget’s Theory General theory Considers all aspects of cognition Constructivist approach Stages are invariant Stages are universal Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Schemes Are psychological structures Organized ways of making sense of experience Change with age – Action-based (motor patterns) at first – Later move to a mental (thinking) level Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Adaptation Assimilation § Using current schemes to interpret external world § Used during equilibrium Accommodation § Adjusting old schemes, creating new ones to better fit environment § Prompted by disequilibrium Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Organization Internal rearranging and linking of schemes Royalty Free Stock CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Piaget’s Sensorimotor Stage Birth to 2 years Building schemes through sensory and motor exploration Circular reactions Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Sensorimotor Substages Reflexive Schemes Birth – 1 month Newborn reflexes Primary Circular Reactions 1 – 4 months Simple motor habits centered around own body Secondary Circular Reactions 4 – 8 months Repeat interesting effects in soundings Coordination of Secondary Circular Reactions 8 – 12 months Intentional, goal-directed behavior; object permanence Tertiary Circular Reactions 12 – 18 months Explore properties of objects through novel actions Mental Representations 18 months – 2 years Internal depictions of objects or events; deferred imitation Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Intentional Behavior Object Permanence: understanding that objects continue to exist when out of sight According to Piaget, develops in Substage 4 Family Life Royalty Free CD Incomplete at first: A-not -B search error Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Testing Understanding of Object Permanence Using the Violation-of. Expectation Method Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Testing Infant Understanding of Object Permanence Using Predictive Eye Tracking Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Progress in Finding Objects Hidden in Two Ways Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Mental Representation Internal, mental depictions of information § Images: objects, people, places § Concepts: categories § Can manipulate with mind § Allow: Freephotos. com Deferred imitation Make-believe play Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Deferred Imitation Piaget: Develops at about 18 months Newer research: § 6 weeks – facial imitation § 6 – 9 months – copy actions with objects § 12 – 18 months – imitate skillfully Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Development of Categorization Perceptual – Based on similar overall appearance or prominent part – Based on common function or behavior – Later add event categories Adapted from Mandler & Mc. Donough, 1993. Conceptual Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Bhatt, Rove-collier & Weiner, 1994; Hayne, Rove-Collier & Perris, 1987. Infant Categorization Using Operant Conditioning Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Adapted with permission of the American Psychological Association. Analogical Problem Solving Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Evaluation of the Sensorimotor Stage Timing of: How Piaget was • Object search right • A-not-B • Make-believe play • Timing of object permanence, deferred How Piaget imitation, categorization, problem-solving might have been by analogy wrong • All occur sooner than Piaget thought Some suggest infants are born with core knowledge in several domains of thought Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

The Preoperational Stage Mental Representation 2 to 7 years Language – Piaget believed it developed from sensorimotor experiences Make-believe play Dual representation Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Development of Make-Believe Play Family Life Royalty Free CD With age, makebelieve gradually becomes: More detached from real-life conditions Less self-centered More complex – Sociodramatic play Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Benefits of Make-Believe Play Practice representational schemes Emotional integration Digital. Vision Royalty Free Stock Photography Social, language skills Attention, memory, logical reasoning Imagination, creativity Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Progression of Drawing Skills 1. Scribbles: during 2 nd year 2. First Representational Used by permission of the author. Forms – Label already-made drawings: around age 3 – Draw boundaries and people: 3– 4 years 3. More Realistic Drawings: preschool to school age Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Dual Representation Viewing a symbolic object as both an object and a symbol Mastered around age 3 Adult teaching can help Artville Royalty Free – Provide lots of maps, photos, drawings, makebelieve playthings, etc. – Point out similarities to real world Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Limitations of Preoperational Thought Cannot perform mental operations Egocentrism and animistic thinking Cannot conserve Lack hierarchical classification Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Egocentrism Failure to distinguish others’ views from one’s own Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Animistic Thinking Belief that inanimate objects have lifelike qualities Freephotos. com Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Limits on Conservation Centration Focus on one aspect and neglect others Irreversibility Cannot mentally reverse a set of steps Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Hierarchical Classification Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Aspects of Preoperational Thought • Can adjust language to others and Egocentric Thought take others’ perspectives in simple situations • Animistic thinking comes from Animistic and Magical Thinking incomplete knowledge of objects Illogical Thought Categorization Appearance versus Reality • Can do simplified conservation • Can reason by analogy • Use causal expressions • Everyday knowledge is categorized • Can solve appearance-reality tasks in nonverbal ways Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Example of Categorization © The Society for Research in Child Development, Inc. Reprinted by permission. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Evaluation of the Preoperational Stage How Piaget was Preschoolers do develop beginnings of right logical thinking. How Piaget might have been wrong Logical thinking develops more gradually than Piaget thought. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Achievements of the Concrete Operational Stage (7 to 11 years) Conservation – Decentration – Reversibility Classification Seriation – Transitive inference Spatial Reasoning Artville Royalty Free CD – Directions – Maps Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Use of Maps Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2003, with permission from Elsevier. Cultural Interpretations of Maps Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Limitations of Concrete Operational Thought Operations work best with objects that are concrete – Problems with abstract ideas Continuum of Acquisition – Master concrete operational tasks gradually Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Follow-up Research on Concrete Operational Thought Culture and schooling affect performance on tasks – Going to school gives experience on Piagetian tasks – Relevant non-school experiences of some cultures can help too Artville Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Piaget’s Theory: Formal Operational Stage 11 and Older Hypothetico-deductive reasoning Deducing hypotheses from a general theory n Pendulum problem n Propositional Thought – Evaluating the logic of Corbis Royalty Free verbal propositions Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Piaget’s Pendulum Problem Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Consequences of Abstract Thought Self-Consciousness & Self-Focusing – Imaginary audience – Sensitivity to criticism – Personal fable Idealism and Criticism Problems with Decision Making Corbis Royalty Free – Inexperience – Overwhelming options Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Follow-up Research on Formal Operational Thought School-age children start developing abstract thinking skills Logical necessity Careful thinking about major premise Formal operations may not be universal – Training, context contribute – Often fall back on easier thinking Image Source Royalty Free Stock Photography – Problems with propositional thinking Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Educational Principles Derived from Piaget’s Theory Discovery learning Sensitivity to children’s readiness to learn – Developmentally appropriate practices Acceptance of individual differences Artville Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Overall Evaluation of Piaget’s Theory üPiaget’s change processes — assimilation, accommodation, and organization — can’t account for patterns of children’s changes observed today üCognitive development not always selfgenerating üCognition not as broadly stagelike as Piaget believed üPiaget’s theory still inspires research Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Core Knowledge Perspective Evolutionary perspective: infants start life with innate, special-purpose knowledge systems – Core domains of thought Freephotos. com Core domains prepare us to rapidly develop key aspects of cognition Development is domain-specific – Children as naïve theorists Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Suggested Domains of Core Knowledge Physical Numerical Linguistic Psychological Biological Rubber. Ball Productions Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Violation of Expectation Method Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Development of Infants’ Physical Knowledge One solid object cannot move through another 2 - 3 months Size comparisons - notice when objects are: • Too wide for openings 5 -6 months • Too tall for containers 7 -8 months Gravity, object support 4 - 8 months Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Infants’ Numerical Knowledge Rubber. Ball Productions Royalty Free CD Findings are mixed and controversial Infants may be able to: – Discriminate quantities and do simple arithmetic up to 3 – Approximate largenumber values Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Testing Infants for Basic Number Concepts Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Children as Naïve Theorists (Theory) Children: Observe an event Explain, or theorize about its cause – Draw on innate concepts Image Source Royalty Free Stock Photography Test theory against experience Revise theory if needed Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Is Biology a Core Domain? Develops later than other domains – Psychological explanations for biological events – Late development is common around the world More evidence is needed Freephotos. com Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Children’s Understanding of Death Development of the death concept Cultural influences Enhancing children’s understanding – – – Use direct explanations Teach preschoolers about human biology Be culturally sensitive Freephotos. com Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Evaluation of Core Knowledge Perspective üMost serious consideration of beginnings of thinking üAmount and nature of inborn knowledge hotly debated üSuggests environment and experience work together, but does not clarify how üSuggests cognitive development is independent; little attention to learning with others Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Vygotsky’s Sociocultural Theory Cognition is based on: Social interactions Language Family Life Royalty Free CD Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Children’s Private Speech Piaget called this “egocentric speech” Vygotsky viewed it as foundation for all higher cognitive processes Helps guide behavior – Used more when tasks are difficult, after errors, or when confused Gradually becomes more silent – Children with learning and behavior problems use longer Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Children’s Use of Private Speech Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Zone of Proximal Development Royalty Free Stock Photography Tasks child cannot do alone but can learn to do with help Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Social Interactions that Promote Cognitive Development Intersubjectivity Scaffolding Guided participation Corbis Royalty Free Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Vygotsky and Make-Believe Play Provides Zone of Proximal Development Digital. Vision Royalty Free Stock Photography – Imaginary substitutions help children separate thinking from objects – Rules strengthen capacity to think before acting Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Social Origins of Make-Believe Play Make-believe play is a major means by which children grow cognitively and learn about important activities in their culture. Toddlers need encouragement to participate in imaginative make-believe play. Mothers and siblings play an important role in modeling make-believe play. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Vygotsky and Education Assisted Discovery – Teacher: Guides learning Tailors help to Zone of Proximal Development Corbis Royalty Free Peer Collaboration Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Reciprocal Teaching Teacher and students take turns leading dialogue – Ask – Summarize – Clarify – Predict Corbis Royalty Free Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Cooperative Learning Small groups of classmates work toward common goals – Cultural variations in ability to learn cooperatively Corbis Royalty Free Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Evaluation of Vygotsky’s Theory üHelps explain cultural diversity in cognition üEmphasizes importance of teaching üFocus on language deemphasizes observation, other learning methods üSays little about biological contributions to cognition üVague in explanation of change Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.