EPSY 2130 1st Edition Lecture 4Outline of Last Lecture I. Quiz over Chapter 2 of textbookII. Mindfulness Exercise: React or RespondIII. Research BasicsIV. Brain BasicsV. Definition of DevelopmentVI. CognitionVII. A Constructivist ApproachVIII. In Class ActivityIX. Piaget’s Theory of Cognitive DevelopmentOutline of Current Lecture X. Quiz over Chapter 2XI. Mindfulness Exercise: Jump, Clap, Wiggle, FreezeXII. Review of Assimilation and AccommodationXIII. Piaget’s Stagesa. Sensorimotorb. Preoperationalc. Concrete Operationald. Formal OperationalXIV. Limitations of PiagetXV. Vygotsky’s Sociocultural TheoryXVI. Limitations of VygotskyXVII. Implications for TeachersCurrent LectureQuiz: We began class with taking a multiple choice quiz in our groups over chapter 2. Mindfulness Exercise: Today’s exercise was a game called Jump, Clap, Wiggle, Freeze…similar to a “Simone Says” game. Review of Assimilation and Accommodation:-Assimilation- fit practice into theory (diagram of different colored circles fitting into a schema of colored blocks because they matched the color)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-Accommodation: fit theory to practice (diagram of different shapes fitting into a schemabecause the schema stretches to embrace all of them)Piaget’s Stages:-Sensorimotor: 0-2 years-imitation, memory, and thought develop-recognize object permanence (the object still exists even if it is out of sight)-Beginning of goal-directed actions-Preoperational: 2-7 years-Language acquisition and use-symbolic thinking (playing pretend)-Logical reasoning (can only focus on 1 aspect: ice cream in a large bowl with seem like a little bit to them, but put same amount in a smaller bowl and they’re happy with it)-Egocentric (thinking everyone sees things like they do: talking on the phone and nodding instead of saying “yes”)-Lack of understanding of conservation (changing appearance doesn’t mean changing the properties of the object: juice in same cup vs juice in wider and taller cups)-Concrete Operational: 7-11-Thinking systematically remains difficult-Inferred reality-seriation-Transitivity (ability to recognize relationships among various things in a serial order-Decentered thought-Class inclusion-Formal Operational: 12-adult-Abstract thinking-Scientific reasoning-Social, multi-layered, complex thinking-Hypothetical situations***Not everyone gets to this stage, according to PiagetLimitations of Piaget:-Kids don’t always think in ways consistent with this theory (Object Permanence sometimes develops sooner than Piaget said)-Appears to have underestimated kids cognitive ability-Overlooked role of cultural factors in developmentVygotsky’s Sociocultural Theory:-Scaffolding: support for learning and problem solving. Teachers and students makes meaningful connections between what the teachers knows and what the students know and need in order to help the students learn more-3 main influences on cognitive development:-social sources of individual thought-cultural tools-Zone of Proximal Development (phase at which a child can master a task if given appropriate help and support)-Role of Language-language is central to sociocultural theory because it is the primary means of information transmission between expert and learner-private speech guides development -form of self-regulationLimitations of Vygotsky:-may have overemphasized role of social interaction-Because he died young, he never developed and expanded on his topicsImplications for Teachers (finding Zone of Proximal Development):-the “problem of the match” (each student is at a different level)-active learning-assisted