ISS 210 1st Edition Lecture 25Outline of Last Lecture I. CompetitionII. The CurveIII. Competition in SchoolIV. Striving for AttentionV. Cultural Historical Theory VI. Jean PiagetVII. Decentration and Reversibility Outline of Current Lecture I. Chinese ChameleonsII. Literacy and LogicIII. AbacusIV. Differences n International Math TestV. Narrative StructureVI. “Experience is a social affair” VII. SequoyahVIII. Implicit vs. Explicit IntelligenceIX. Social History of PaperX. Spatial Syntax and CountersXI. “Dixit Algoritmi”XII. Learning Through InteractionXIII. Social ReferencingXIV. Proximity and ObservationXV. Structuring Direct InteractionXVI. NarrativesXVII. Role and Complentary Play Current LectureI. Chinese Chameleons– Role conflict between expectations at home and at school and children have to distinguish appropriate role– Answer question immediately or pause to show resect– Japanese boundary training involves learning to distinguish appropriate circumstances and learn to conduct themselves according to their various roles– Chinese parents worry that as a result of the “single child policy” children who are indulged at home and disciplined at day care learn what “face” to put with forward– They behave appropriately but dishonestly and insincerely– Roseanna Bourke sees the ability “to change colors” as a valuable social skillII. Literacy and Logic– Via Script research made assumption that we use things (deductive method) and we take literacy to take that deductive approach– Idea in my head and put it on paper– With ability to write, we have the ability to use logic– Found the people who could read vai but didn’t have a deductive style (western style) – Memorize Qur’an – Literacy and logic not necessarily connected III. Abacus– Japanese mentally calculate without an abacus as with one, imaging problems of many digits – Performance on mathIV. Differences n International Math Test– First graders who’s languages represent numbers in base ten do better in representing place values– US doesn’t do as good than other countries in math V. Narrative Structure– Janan: omit info the listener is easily able to infer if the listener were to take the narrators perspective – Values empathy and collaboration: words “elegantly compressed” – Euro American: descriptive of settings and emotions – Scientific research doesn’t always follow the scientific method but the resulting professional narrative carefully does VI. “Experience is a social affair” – The expert knowledge among technicians is less a matter of what each individual knows than their joint ability to produce the right info when and where is needed VII. Sequoyah– “Ideas in the air”– Synergistic ideas could not have derived from the work of any one individual or local research community – Darwin: an idea whose time had come – “Talking leaf” VIII. Implicit vs. Explicit Intelligence– “The child is scaffolded in the achievement of the activity either explicitly by the intelligence of the teacher of implicitly that of the designer, now embedded in the constraints of the artifact with which the child is playing” IX. Social History of Paper– Papyrus is IOSAD Chinese invent paper made from pulpX. Spatial Syntax and Counters– When you solve a multiplication problem, was it really YOU who solved it? – Spaces serve as place holders XI. “Dixit Algoritmi”– Early 9th century Persian Muslim math who wrote a treaties on arrhythmic and algebra– Abu Jafar Muhammed ibn Musakhuraizmi – Cultural knowledge is shared and transmitted XII. Learning Through Interaction– The “zone of proximal development” refers to children learning to think through interaction with adults and more experience peers beyond the “zone” in which they could perform without assistance– Guided Participation: varied ways in which children learn as they participate by the values of their cultural communities XIII. Social Referencing– Mutual understanding occurs between people in interaction, it cannot be attributed to one person or another– People seek info on how to interpret ambiguous situation from the expression of others– Gender XIV. Proximity and Observation– Adults and children react in certain situations XV. Structuring Direct Interaction– Adults and children collaborate in structuring activities during in person interactions– Almost all mothers adjusted the object or position to facilitate toddlers efforts, divided or simplified the task, and handled XVI. Narratives– Stories used to foster attention, imagination, metaphoric thinking, and flexibility and fluency of thoughts and understanding the natural and moral world and the meaning of life– Routines and roles reinforced in play XVII. Role and Complentary Play – Vygostsky: children ignored the ordinary uses of objects and actions to subordinate them to imaginary meanings and situations – Children experiment with meanings and the rules of serious life – Bettelheim 2 stages of play: – Role play – Complementary play– Games represent a later stage in which children have to learn the