PSYC 307 1st Edition Lecture 7 Previous Lecture Memory and Retention Overview of Current Lecture Piaget s Theory o Sensori Motor Stage o Preoperational Stage o Concrete Operational Stage o Formal Operational Stage Core Knowledge Processing Theories Sociocultural Theories September 23 2014 lecture 7 A Piaget s Sensori Motor Stage continued a Imitation reproduce what you are seeing Piaget doesn t believe babies can do this b A not B error not a memory issue i Problem solving apply solution location to solve problems analogous to adult problem solving c Current findings i Violation of expectation ii Reaching in the dark iii Deferred imitation II Preoperational Stage 2 7 years Piaget a Operations representations know things continue to exsit b Major accomplishment i Have object concept ii Symbolic activity iii Mental representations 1 Adding 1 1 with blocks something physical to represent math c Limitations i Preoperative egocentricism ego in thought 1 Think everyone around them thinks the same way that they do 2 Perspective thinking a Three Mountain Task 3 Animistic thinking think that inanimate objects have animistic properties ii Cannot operate on representations iii Thinking dominated by perception 1 Conservation no lack of conservation a Appearances can be deceiving liquid solid number i Table in textbook ii Piaget says children in preoperational stage cannot understand spatial extent b Why do kids make a conservation error i Centration 2 Centration yes a Focus on central qualities b Irreversibility in thinking iv Current Findings 1 Conservation children in this stage can often understand conservation when it is associated with winning and losing 2 Perceptive Taking III Concrete Operation Stage a Major accomplishments i Reason logically ii Manipulate representations iii Conservation iv Classification Piaget kids don t understand 1 Perceptual put all birds together 2 Understanding mammals vs birds vs reptiles v No longer egocentric in thought b Limitations i Tired to concrete world ii No abstract thinking IV Formal Operational Stage teen to adult years a Abstract thinking b Can imagine alternative worlds c Can reason about all possible outcomes d Attainment of formal operations is not universal V Educational Principles Derived from Piaget s Theories a Discovery learning kid s eager to learn learn through experience b Sensitivity to readiness to learn c Acceptance of individual differences biology maturation experience Criticisms of Piaget s Theories underestimated ability of children cultural differences B Information Processing Theories Focus on aspects of cognition memory attention problem solving Covered in lecture 6 C Core Knowledge Theories I Intro a b c d Kids are active learners like Piaget and Info Processing Humans enter world with knowledge specialized learning abilities Allows quick and effortless knowledge acquisition Evolutionary importance core domains i Face perception ii Language e Domain specific knowledge i Language space number ii Physical objects animals people iii Suggested Domains 1 Physical numerical linguistic psychological biological 2 Important for survival and development II Infants Numerical Knowledge a Original Event vs Test Event i Violation of expectation paradigm inconsistent with knowledge ii Babies can add and subtract up to three objects number vs amount size b Finds are mixed and controversial i Infants may be able to 1 Discriminate quantities and do simple arithmetic up to 3 2 Ratio knowledge 3 Approximate large number values III Children as Na ve Theorists Theory Theory a Children i Observe an event ii Explain theorize about cause 1 Draw on innate concepts iii Test theory against experience 1 Try to make sense of interactions they have daily a Ie gravity difference between support and not support 2 Revise theory if needed IV Evaluation of Core Knowledge Perspective a Most serious considerations of beginnings and thinking b Amount and nature of inborn knowledge hotly debated i What do we come into this world knowing ii Origins of human knowledge c Suggests environment and experience work together does not clarify how i Predisposition to attend to certain types of stimuli d Suggests cognitive development is independent little attention to learning with others D Sociocultural Theories I Vygotsky s Sociocultural Theory a Cognition based on i Social interactions ii Language b Disagrees with Piaget i Cognition is not universal it is culturally and socially specific ii Rapid language growth leads to rapid change in thinking 1 Private speech kids talk to themselves a Piaget says it is irrelevant b Vygotsky says it is a way for kids to make sense of things and communicate with themselves i Kids learn how to interact with other people through private speech ii Language becomes more interactive adults still talk to themselves but they do it in their head usually c Cognitive Growth within social context culture i Humans unique due to inclination to teach and learn from one another ii Processes ie guided participation may be same across cultures but content varies across cultures iii Change is quantitative not a stage theory 1 Learn and gather more information iv Contributions 1 Early language is not egocentric 2 Zone of proximal development period of time when you are exposed to something new to learn can learn from other kids or from adults v Predisposition to attend to certain types of stimuli 1 Vygotsky is parent of sociocultural approach d Education i Assisted discovery 1 Teacher a Guided learning b II Learning in Social Context a Intersubjectivity understanding that people share communication i Natural pedagogy we do things that tell children that something is important to pay attention to established interaction patterns 1 Joint attention hold attention by looking at kid and thing you want to reference 2 Social referencing kid looks to parent and see what parents are looking at look at emotional expressions to social situations 3 Imitation imitate them they imitate you I want to be like you I want you to be like me b Social scaffolding older individuals can provide a more advanced framework
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