Kurt W Fischer The Mind and Brain Theorist

Kurt W. Fischer: The Mind and Brain Theorist “Without the Mind and Brain no human being can function physically or psychologically”. GROUP MEMBERS: Lucille Delancey – Keith Newry – Dorothea Robins Kevin Smith – Michelle T. Thurston

OBJECTIVES Upon completion of this lesson, students will be able to: – Discuss who Kurt W. Fischer is. – Explain Kurt W. Fischer’s Cognitive theory and Dynamic skills theory. – Compare and Contrast Kurt W. Fischer’s theories with theories of other developmental psychologists such as Piaget. – State and Suggest applications of theories in today’s classroom environment.

BIOGRAPHY Personal Kurt W. Fischer was born June 9, 1943 in Baltimore, Maryland. He is a married man with four (4) children. Education Kurt W. Fischer attended: - • Mc. Donogh High school –High school Diploma • Yale university – B. A. in Psychology • Harvard University o M. A. in Social Science o Ph. D in Social Science Academic Experience Most notable are his stint at: - • Chair, Human Development, Harvard University, 1989 to 1992, 1994 to 1995, 1999 to 2000 • Director, Mind, Brain, and Education Program, Harvard University, 1997 to present • Charles Warland Bigelow Professor of Education and Human Development, 1999 to present

BIOGRAPHY Publications Include: • Fischer, K. W. (1980). Stages and individual differences in cognitive development. Psychology Update Series, No. 4. • Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477 -531. • Wozniak, R. , & Fischer, K. W. (Eds. ) (1993). Development in context: Acting and thinking in specific environments. JPS Series on Knowledge and Development. Hillsdale, N. J. : Erlbaum. Wozniak, R. , & Fischer, K. W. Acknowledgements (pp. ix-x). Wozniak, R. , & Fischer, K. W. Development in context: An introduction (pp. xi-xvi). • Mascolo, M. F. , & Fischer, K. W. (1998). The development of self through the coordination of component systems. In M. Ferrari & R. Sternberg (Eds. ), Development of self-awareness across the lifespan (pp. 332 -384). New York: Guilford. For further information about Fischer’s history please view his curriculum vitae at the following link http: //www. gse. harvard. edu/faculty_research/profiles/cv/kurt_ fischer. pdf

BIOGRAPHY Fischer’s Research His work focuses on the organization of behavior and the ways it changes, especially with development, learning, emotion, and culture. In dynamic skill theory, he provides a single framework to analyze how organismic and environmental factors contribute to the rich variety of developmental change and learning across and within people. His research includes students’ learning and problem solving, brain development, concepts of self in relationships, cultural contributions to socialcognitive development, early reading skills, emotions, child abuse, and brain development. -Information obtain from the gse. harvard. edu website

MIND AND BRAIN What is the MIND? According to the Encarta® World English Dictionary the mind is: “ 1. seat of thought and memory: the center of consciousness that generates thoughts, feelings, ideas, and perceptions, and stores knowledge and memories. 2. thinking capacity: the capacity to think, understand, and reason’’.

MIND AND BRAIN What is the brain? The brain is the heaviest organ in your body. It has three (3) main parts. – Cerebellum – Cerebrum • Which is divided in two (2) parts; the right and left hemispheres. – Brain Stem –controls the involuntary actions of your body such as breathing and heartbeat. It also connects the brain to the spinal cord and the rest of your body.

MIND AND BRAIN Brain Diagram

MIND AND BRAIN What does the brain do? The brain receives messages from our senses; that is the senses of touch, smell, sight, taste and hearing. These messages are then transferred via nerve fibers to the nerve cells, called grey matter, in the brain. Once this transaction is completed the brain sorts through the information and coordinates appropriate actions instantaneously. THINKING: Is the smell foul or sweet? ACTION: The smell is foul; vacate the room. Now the Mind and Brain development forms the basis for Fischer’s Theory

EVOLUTION OF FISCHER’S THEORIES

COGNITIVE DEVELOPMENT THEORY What is the Cognitive Theory? Cognitive Theory is the development in terms of: a. information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. b. how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.

COGNITIVE DEVELOPMENT THEORY What are the origins of the Cognitive Development Theory? The origins of the cognitive development theory are: a. information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. b. how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.

COGNITIVE DEVELOPMENT THEORY How did Fischer use the Cognitive Theory? Fischer used the Cognitive Theory to: a. information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. b. how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.

DYNAMIC SKILLS THEORY What is the Dynamic Skill Theory? The Dynamic Skill Theory is a concept of learning that describes the mind and brain processes that occur when skills are being developed. A Skill refers to the control a person has over their behavior, thinking, and feelings within a given social context and environment.

DYNAMIC SKILLS THEORY The four (4) broad tiers consist of: • Reflexes – an involuntary physiological reaction such as sneezing or blinking yours eyes. • Sensorimotor actions – are controlled actions on an observed object such as watching a kite flying in the wind. • Representations – giving symbolic meaning to a concrete object, event, place or person such as, “I like bananas”. • Abstractions - the act of considering something as a general quality or characteristic, apart from concrete realities, specific objects, or actual instances. For example analyzing the amount of water in a glass and a bowl.

DYNAMIC SKILLS THEORY According to Mascolo, There are four (4) levels of skill within each broad tier of development. These levels include single sets, mappings, systems, and systems of systems. – Sets - a single set reflects the capacity to control a single reflex, sensori-motor act, representation or abstraction. – Mappings - A mapping consists of the capacity to coordinate, relate or map one single set onto another – Systems - A system reflects the hierarchical mapping of mappings. – Systems of systems – A system of systems reflects the inter-coordination of at least two systems.

DYNAMIC SKILLS THEORY The Hierarchical Structure of Levels of Skill within Developmental Tiers Tieri Tieri + Single Set Mapping System of Systems Adapted from Fischer (1980) ≡

APPLICATIONS OF THE DYNAMIC SKILLS THEORY How can teachers apply the Dynamic Skills Theory to their teaching preparations? 1. Make learning a long-term, thinkingcentered process. 2. Provide for rich ongoing assessment. 3. Support learning with powerful representations. 4. Pay attention to developmental factors. 5. Induct students into the discipline. 6. Teach for transfer.

APPLICATIONS OF THE DYNAMIC SKILLS THEORY Six (6) priorities for teachers who teach for understanding: 1. Make learning a long-term, thinkingcentered process. 2. Provide for rich ongoing assessment. 3. Support learning with powerful representations. 4. Pay attention to developmental factors. 5. Induct students into the discipline. 6. Teach for transfer.

APPLICATIONS OF THE DYNAMIC SKILLS THEORY What affects would the cognitive development and dynamic skills theories have on education in the Bahamas? 1. Make learning a long-term, thinkingcentered process. 2. Provide for rich ongoing assessment. 3. Support learning with powerful representations. 4. Pay attention to developmental factors. 5. Induct students into the discipline. 6. Teach for transfer.

ACTIVITY

CONCLUSION Although Fischer’s research on the mind and brain is ongoing and evolving daily, it is are responsibility as teachers to utilize what we have learned about the mind and brain to improved how we teach our students. It is imperative that we as teachers thrive to learn as much as we can about the learning process as it relates to the mind and brain. But the question remains are you willing to use Fischer and other developmental theorists such as Piaget and Vygotsky to guide your teaching methods.

BIBLIOGRAPHY

QUESTION/ANSWER PERIOD

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