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TAMU PSYC 307 - Developmental Theories Cont.
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Lecture 7Previous Lecture - Memory and Retention Overview of Current Lecture- Piaget’s Theoryo Sensori-Motor Stageo Preoperational Stageo Concrete Operational Stageo 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 issuei. 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 exsitb. Major accomplishmenti. Have object conceptii. Symbolic activity iii. Mental representations1. Adding 1 + 1 with blocks – something physical to represent math c. Limitationsi. Preoperative egocentricism (ego in thought)1. Think everyone around them thinks the same way that they do 2. Perspective thinkinga. Three Mountain Task 3. Animistic thinking – think that inanimate objects have animistic properties ii. Cannot operate on representationsiii. 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 PSYC 307 1st Editioni. Centration 2. Centration (yes)a. Focus on central qualitiesb. 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 Stagea. Major accomplishments i. Reason logically ii. Manipulate representationsiii. Conservation iv. Classification (Piaget – kids don’t understand) 1. Perceptual – put all birds together2. Understanding – mammals vs. birds vs. reptiles v. No longer egocentric in thought b. Limitationsi. Tired to concrete worldii. No abstract thinking IV. Formal Operational Stage (teen to adult years)a. Abstract thinking b. Can imagine alternative worldsc. Can reason about all possible outcomesd. Attainment of formal operations is not universal V. Educational Principles Derived from Piaget’s Theoriesa. 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 differencesB. Information Processing Theories- Focus on aspects of cognition (memory, attention, problem solving) - Covered in lecture 6C. Core Knowledge TheoriesI. Introa. Kids are active learners (like Piaget and Info Processing) b. Humans enter world with knowledge/specialized learning abilitiesc. Allows quick and effortless knowledge acquisition d. Evolutionary importance (core domains)i. Face perception ii. Language e. Domain-specific knowledge i. Language, space, number ii. Physical objects, animals, peopleiii. Suggested Domains1. Physical, numerical, linguistic, psychological, biological 2. Important for survival and developmentII. Infants’ Numerical Knowledgea. 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 controversiali. Infants may be able to 1. Discriminate quantities and do simple arithmetic up to 32. Ratio knowledge3. Approximate large-number values III. Children as Naïve Theorists (Theory Theory)a. Children i. Observe an event ii. Explain, theorize about, cause1. Draw on innate concepts iii. Test theory against experience1. 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 Perspectivea. Most serious considerations of beginnings and thinkingb. 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 stimulid. Suggests cognitive development is independent; little attention to learning with others D. Sociocultural Theories I. Vygotsky’s Sociocultural Theorya. Cognition based oni. Social interactionsii. Language b. Disagrees with Piaget i. Cognition is not universal; it is culturally and socially specificii. Rapid language growth leads to rapid change in thinking 1. Private speech: kids talk to themselvesa. Piaget says it is irrelevantb. 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 speechii. 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 culturesiii. Change is quantitative (not a stage theory) 1. Learn and gather more information iv. Contributions1. Early language is not egocentric2. Zone of proximal development – period of time when you are exposed to something new to learn (can learn from other kids or from adultsv. 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 Contexta. 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


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TAMU PSYC 307 - Developmental Theories Cont.

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