Jeanne Ormrod

Eighth Edition

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Educational PsychologyDeveloping Learners

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Chapter 2Cognitive and Linguistic

Development

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General Principles of Human Development

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Development = changes occurring throughout the lifespan orderly adaptive

Physical, cognitive, social Maturation = genetically

programmed aspects of development

Defining Development

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General Principles Development is orderly and

predictable. Children develop at different rates. Development occurs in spurts and

plateaus. Heredity and environment

interact. ecological systems perspective:

Bronfenbrenner’s theory

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Bronfenbrenner’s Theory “Layers” of environment that

affect development family neighborhood/community state/province and country

Influence of culture in all layers Dynamic interaction between and

among layers

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The Brain

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Neurons Communicate across synapses

release of neurotransmitters Grouped for specialized function

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The Brain and Learning Learning involves changes in neurons

and synapses. Changes in the brain enable

development of thought processes. synaptogenesis & pruning myelination

Many parts of the brain work in harmony.

The brain is adaptable throughout life.

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Piaget’s Theory

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Jean Piaget

Swiss psychologist, background in biology

Noticed age-related similarities in problem-solving strengths/deficits clinical method of interviewing

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Basic Assumptions Children are active, motivated learners. Children construct knowledge from

experience. Children learn through assimilation and

accommodation. Interaction with physical and social

environments is essential. Equilibration promotes progression toward

increasingly complex thought. Children think in qualitatively different ways

at different ages.

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Assimilation & Accommodation

Assimilation dealing with a new object or event in a

way consistent with a currently existing scheme

Accommodation schemes must be adjusted when new

information doesn’t fit

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Equilibration

Movement from equilibrium (balance) to disequilibrium and back

Promotes development of more complex thought and understanding desire for balance forces students to

construct new schemes or accommodate existing schemes

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Stages of Cognitive Development

Piaget proposed that children move through four stages.

Periods of time are consistent in age and developmental sequence. Age ranges are averages. Some children are in transition from one stage

to the next.

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Sensorimotor Stage

Begins with reflexes & sensorimotor schemes.

Goal-directed behavior emerges. Object permanence emerges. Symbolic thought emerges.

transition to new stage Age birth through age 2

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Preoperational Stage

Symbolic representation Limited mental manipulation (operations)

egocentrism failure to conserve

Age 2 to about age 6 or 7

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Concrete Operational Stage

Some mental manipulation & logical thought can conserve can learn classification, seriation can reverse operations

allows for the teaching of mathematics

Difficulty with abstract and counterfactual ideas

Age 6-7 years until 11-12 years

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Formal Operational Stage Abstract & scientific reasoning Hypothetical ideas Contrary-to-fact ideas Adolescents also become more

idealistic formal operational egocentrism

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Current Perspectives

Research supports sequence. Research does not support ages. Knowledge, experience, and

culture affect reasoning abilities. Cognitive development may not be

universally stage-like.

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Contemporary Extensions Neo-Piagetian theories

role of working memory specific content domains

Clinical method as assessment tool Hands-on experiences

combined with instruction Sociocognitive conflict

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Vygotsky’s Theory:Sociocultural Perspective

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Key Ideas Adults convey cultural interpretations through informal

interactions & formal schooling. mediation

Every culture passes along physical and cognitive tools. Thought & language become interdependent.

self-talk becomes inner speech Complex mental processes begin as social activities & evolve

into mental activities. Internalization

Children appropriate culture’s tools to meet their needs. Children can perform more challenging tasks when assisted. Challenging tasks promote cognitive growth.

zone of proximal development Play allows children to stretch themselves cognitively.

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Zone of Proximal Development The experience of a learner who works

successfully with the support of another and extends his/her knowledge in the process

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Extensions and Applications Social construction of meaning

mediated learning experience Scaffolding Guided participation in adult

activities Apprenticeships Dynamic assessment

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Contrasting Piaget and Vygotsky

Similarities Age and experience matter Challenging activities important Cognitive “readiness” is child specific

Differences Self-exploration/discovery vs. guided

exploration and instruction Influence of culture Role of language

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Language Development

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Theoretical Issues Children use what they hear to

construct their own understanding of language.

Humans are born with predispositions to learn language. language acquisition device? sensitive periods

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Trends During the School Years Vocabulary increases

inferring meaning from context often imprecise

Syntax becomes more sophisticated learned via formal instruction

New definition of “listening” emphasis on comprehension

Refined understanding of pragmatics Increase in metalinguistic awareness

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Learning a Second Language

Early exposure may be important. especially if languages are different facilitates academic achievement

Benefits of bilingualism greater phonological awareness higher scores on tests of intelligence

and creativity helps to close cultural gap opportunities for more social interaction

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Teaching a Second Language

Immersion second language used almost

exclusively in the classroom Bilingual education

intensive instruction in second language

academic subjects taught in native language

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The Big Picture

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The Big Picture Development is guided by both

heredity and environment. Children actively construct

knowledge. With age, children become capable

of increasingly complex thought. Language provides a foundation for

cognitive advancements. Challenging situations and tasks

promote development.