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Cognitive DevelopmentCognitive Development
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CONSTRUCTIVISMCONSTRUCTIVISM A view of learning + development that
emphasizes active role of learner in “building” understanding + making sense of the world.
Piaget + Vygotsky are both constructivists.
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PIAGETIAN CONCEPTSPIAGETIAN CONCEPTS
SCHEMA (or SCHEME) – the “blueprints” or “scripts” of knowledge about the world
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PIAGETIAN CONCEPTSPIAGETIAN CONCEPTS
EQUILIBRIUM – innate tendency to try to achieve “balance” between what you think you know about the world and what the world is really all about
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PIAGETIAN CONCEPTSPIAGETIAN CONCEPTS
ASSIMILATION – adding new information to already existing schemes
ACCOMMODATION – changing old schemes to new ones based on acquisition of new knowledge
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WHAT DRIVES WHAT DRIVES DEVELOPMENT DEVELOPMENT
ACCORDING TO PIAGET?ACCORDING TO PIAGET?
Innate, biologically driven tendency to seek out information about the world
Development progression is limited by maturation
Says you cannot learn something until you are ready no matter how good the teacher
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PIAGETIAN STAGESPIAGETIAN STAGESOF COGNITIVE DEV.OF COGNITIVE DEV.
SENSORIMOTOR (0-2 years)
What do schemas consist of?
- only what the baby can see, feel, hear, do in the present
- baby cannot really represent information symbolically and….
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BABY HAS NO
OBJECT PERMANENCE
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PIAGETIAN STAGES OF PIAGETIAN STAGES OF COGNITIVE DEV.COGNITIVE DEV.
PRE-OPERATIONAL (2-6 years)What do schemas consist of?
- child now has symbolic thought
- has learned many cause/effect relationships
- BUT child lacks much in way of logical reasoning (lacks “operations”)
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CONSERVATION: One Type of CONSERVATION: One Type of OperationOperation
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PIAGETIAN STAGES OF PIAGETIAN STAGES OF COGNITIVE DEV.COGNITIVE DEV.
CONCRETE OPERATIONAL (6-11 years)What do schemas consist of?- child now has learned much more in way of
logical reasoning (now has “operations”)- child can “test” hypotheses (predictions)- child is poor in ABSTRACT LOGIC (“what if”
situations that are not based in real events)
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PIAGETIAN STAGES OF PIAGETIAN STAGES OF COGNITIVE DEV.COGNITIVE DEV.
FORMAL OPERATIONAL (11+ years)What do schemas consist of?- child can now “test” hypotheses (predictions)
in ABSTRACT LOGIC (“what if” situations that are not based in real events)
- child can plan and achieve long-term goals more realistically
VygotskyVygotsky Russian psychologist Cognitive development progresses by
social interactions with others Learning results from interaction of
biological processes (such as brain development) + sociocultural interactions.
ZONE OF PROXIMAL ZONE OF PROXIMAL DEVELOPMENTDEVELOPMENT
range of skills that child cannot yet do
alone but can accomplish when assisted Assumes there is a zone of proximal
development for each skill to be learned Assumes learners develop at different
rates so they may differ in their ability to benefit from instructions.
SCAFFOLDINGSCAFFOLDING Assistance that “props up” student to complete
skills they are not able to complete independently. Effective scaffolding is responsive to students’
needs. In classroom, teachers’ provide scaffolding by:
– Breaking content into manageable pieces– Modelling skills– Provide practice and examples– “Letting go” when students are ready
Behavioral Approaches to Behavioral Approaches to Cognitive DevelopmentCognitive Development
Knowledge and Ability Natural & Contrived Consequences What Reinforces Cognitive Behavior?
Problem Solving Exploratory Behavior Creative Behavior
Knowledge: Class of behaviors Knowledge: Class of behaviors specified by a stimulusspecified by a stimulus
Simple discriminative behavior conceptual (abstract) behavior describing past events describing how things work
Ability - Ability -
Do things in a certain order Do things with a certain topography
Problem SolvingProblem Solving
Operant chain Precurrent behavior - makes “correct”
response more likely
Exploratory BehaviorExploratory Behavior
Reinforced by “ecological stimuli” Needs environment which affords
exploration Automatic (natural) reinforcement
Creative BehaviorCreative Behavior
Large repertoire of knowledge & ability History of reinforcement for “creative”
combinations of behavior
Stimulus EquivalenceStimulus Equivalence
Identity (Reflexivity)[ A =A
Symmetry[ A=B then B=A
Transitivity[ A=B and B=C then emerges A=C
Equivalencing: How?Equivalencing: How?
Basic Process (M. Sidman) Learned Skill (S. Hayes) Can Equivalencing be taught?
– Charlie Studies (Lipkens, Hayes & Hayes) Is Equivalencing taught?
– Novak, et al.
Relational Frame TheoryRelational Frame Theory
Approach to identify how we learn arbitrarily applicable relational responding (abstract relational concepts)
Eg., bigger than, smaller than, analogies Says the “appropriate” way of relating to
stimuli is controlled by the “frame” in effect
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