COGNITIVE COGNITIVE CHANGES IN THE CHANGES IN THE LIFESPANLIFESPAN

PIAGET. VYOTSKY. PIAGET. VYOTSKY.

By Karyn Krawford By Karyn Krawford 03/1103/11

OverviewOverview Piaget’s theory of cognitive developmentPiaget’s theory of cognitive development 4 stages of cognitive development4 stages of cognitive development Problems with Piaget’s theoryProblems with Piaget’s theory Beyond PiagetBeyond Piaget Post formal thoughtPost formal thought Vygotsky’s sociocultural modelVygotsky’s sociocultural model The effect of aging on cognitive abilitiesThe effect of aging on cognitive abilities Language development – key theoriesLanguage development – key theories Sociocultural studiesSociocultural studies Learning – classical & operant conditioning + Learning – classical & operant conditioning +

observational learningobservational learning

IntroductionIntroduction Cognitive development is that of knowing Cognitive development is that of knowing

and associated activities of learning and and associated activities of learning and problem solving.problem solving.

Key theorists – Piaget & Vygotsky in Key theorists – Piaget & Vygotsky in cognitive and language development.cognitive and language development.

Piaget main notion – cognitive development Piaget main notion – cognitive development goes through series of predictable stagesgoes through series of predictable stages

Vygotsky main notion – cognitive growth Vygotsky main notion – cognitive growth occurs in sociocultural context, evolving out occurs in sociocultural context, evolving out of child’s social interaction.of child’s social interaction.

Piaget’s theory of cognitive Piaget’s theory of cognitive developmentdevelopment

Considered one of the most influential Considered one of the most influential researchers in the area of developmental researchers in the area of developmental Psychology. Specialising in Child Psychology. Specialising in Child development, Piaget was born in development, Piaget was born in Switzerland, with much of his work Switzerland, with much of his work empirically based, he was influenced by his empirically based, he was influenced by his training as a Biologist and considered training as a Biologist and considered himself a ‘genetic epistemologist’, the himself a ‘genetic epistemologist’, the philosophical investigation of human philosophical investigation of human knowledge (Huitt & Hummel, 2003). knowledge (Huitt & Hummel, 2003).

““The core insight throughout Piaget’s work The core insight throughout Piaget’s work is that we cannot understand what is that we cannot understand what knowledge is unless we understand how it knowledge is unless we understand how it is acquired” is acquired” (Campbell, 2006, pg. 6).(Campbell, 2006, pg. 6).

Piaget cont. 4 stages of Piaget cont. 4 stages of cognitive developmentcognitive development

1.1. Sensorimotor – birth to roughly 2 yearsSensorimotor – birth to roughly 2 years

2.2. Preoperational – roughly 2-7 yearsPreoperational – roughly 2-7 years

3.3. Concrete operations – roughly 7-11yrsConcrete operations – roughly 7-11yrs

4.4. Formal operations – roughly 11yrs +Formal operations – roughly 11yrs +

Stages needed to be completed in the same sequence Stages needed to be completed in the same sequence for all individuals. As progressing through each stage of for all individuals. As progressing through each stage of development, thinking changes in qualitative manner. development, thinking changes in qualitative manner. Each stage has sub-stages, explaining more detail of Each stage has sub-stages, explaining more detail of tasks and outcomes of each of Piaget’s cognitive tasks and outcomes of each of Piaget’s cognitive development stages.development stages.

Sensorimotor stage of cognitive development Sensorimotor stage of cognitive development (deliberate behaviour)(deliberate behaviour)

Occurs between birth & 2yrs approx. Has a number of aspects Occurs between birth & 2yrs approx. Has a number of aspects or outcomes to it;or outcomes to it;

Exercising reflexes Exercising reflexes (0-1 mnth approx): Newborns respond (0-1 mnth approx): Newborns respond reflexively to many stimuli; as they use their reflexes, also reflexively to many stimuli; as they use their reflexes, also refine them, becoming more coordinatedrefine them, becoming more coordinated

Learning to adapt: Learning to adapt: primary circular reactions primary circular reactions (1-4mnths (1-4mnths approx): infant accidentally creates a pleasing event involving approx): infant accidentally creates a pleasing event involving their own body and tries to re-create the event eg. Sucking their own body and tries to re-create the event eg. Sucking thumb; therefore reflexes become modified by experiencethumb; therefore reflexes become modified by experience

Making interesting events: Making interesting events: secondary circular reactions secondary circular reactions (4-(4-8mnths approx): infant begins to show more interest in the 8mnths approx): infant begins to show more interest in the world; eg. Infant shakes a toy accidentally and it makes a noise, world; eg. Infant shakes a toy accidentally and it makes a noise, infant then grabs the toy and shakes it to make noise again and infant then grabs the toy and shakes it to make noise again and expresses pleasure when noise is madeexpresses pleasure when noise is made

Behaving intentionally: Behaving intentionally: separating means from ends (8-separating means from ends (8-12mnths approx): onset of deliberate, intentional behaviour e.g. 12mnths approx): onset of deliberate, intentional behaviour e.g. father places hand over a toy, infant attempts to move the father places hand over a toy, infant attempts to move the hand in effort to play with toy – the means is moving the hand hand in effort to play with toy – the means is moving the hand to end of playing with the toy; this is the 1to end of playing with the toy; this is the 1stst sold evidence of sold evidence of deliberate behaviour during infancydeliberate behaviour during infancy

Sensorimotor stage - continuedSensorimotor stage - continued Experimenting (12-18mnths approx): Experimenting (12-18mnths approx): Tertiary circular Tertiary circular

reaction reaction involves infant repeating behaviours with novel involves infant repeating behaviours with novel objects as if trying to understand why different objects as if trying to understand why different objections yield different outcomes; behaviours are objections yield different outcomes; behaviours are repeated purely to see outcome eg. Infant may shake a repeated purely to see outcome eg. Infant may shake a number of different objects trying to discover which number of different objects trying to discover which ones produce sound and which don’tones produce sound and which don’t

Using symbols Using symbols (18-24mnths approx): words and (18-24mnths approx): words and gestures are symbols standing for something else eg. gestures are symbols standing for something else eg. Waving and saying ‘bye, bye’ are both ways to indicate Waving and saying ‘bye, bye’ are both ways to indicate you are leaving; imitative play begins eg. Infant waves you are leaving; imitative play begins eg. Infant waves hand in front of mouth backwards and forwards to hand in front of mouth backwards and forwards to imitate cleaning teeth; they can begin to understand imitate cleaning teeth; they can begin to understand consequences of doing something eg. Closing a door consequences of doing something eg. Closing a door that may knock over stack of blocksthat may knock over stack of blocks

Preoperational ThinkingPreoperational ThinkingCharacteristic of this stage of CD are;Characteristic of this stage of CD are; Egocentrism ie. Difficulty in seeing the world from a Egocentrism ie. Difficulty in seeing the world from a

viewpoint other than one’s own. Eg. Behaviours such as viewpoint other than one’s own. Eg. Behaviours such as nodding on phone and expecting other person to see nodding on phone and expecting other person to see that.that.

Lack of conservation also known as irreversibility. Lack of conservation also known as irreversibility. Identified by thinking processes we usually use. If we Identified by thinking processes we usually use. If we think about adding 5 + 3 = 8, we can then reverse think about adding 5 + 3 = 8, we can then reverse process by thinking if we had 8 and took away 3 = back process by thinking if we had 8 and took away 3 = back to 5. Preoperational children do not think in reverse.to 5. Preoperational children do not think in reverse.

Famous experiment – fluid in different shaped beakers. Famous experiment – fluid in different shaped beakers. Child asked if 2 beakers the same shape have the same Child asked if 2 beakers the same shape have the same amount of fluid in them. Preoperational children know amount of fluid in them. Preoperational children know this is correct, however once fluid from 1 beaker is this is correct, however once fluid from 1 beaker is placed into a taller thinner beaker and child asked if placed into a taller thinner beaker and child asked if same amount of fluid is in both the original and the taller same amount of fluid is in both the original and the taller beaker, they say no. This is because they cannot reverse beaker, they say no. This is because they cannot reverse the process.the process.

Preoperational ChildrenPreoperational Children See appearance as reality. Example is child who See appearance as reality. Example is child who

gets scared when friend dresses up in scary gets scared when friend dresses up in scary masks. Whilst children in later stages can still masks. Whilst children in later stages can still distinguish between friend and mask, distinguish between friend and mask, preoperational cannot.preoperational cannot.

Reasoning – these children use transdeductive Reasoning – these children use transdeductive reasoning ie. Combing unrelated facts often reasoning ie. Combing unrelated facts often leading to faulty cause-effect conclusions simply leading to faulty cause-effect conclusions simply because 2 events occur close together. Example; because 2 events occur close together. Example; when children believe parents are fighting or when children believe parents are fighting or divorcing because they have misbehaved. And if divorcing because they have misbehaved. And if the child has had a damaging thought towards the child has had a damaging thought towards another person and other person has an accident, another person and other person has an accident, the child may think they caused that to occur.the child may think they caused that to occur.

Concrete OperationsConcrete Operations Next stage of development influenced by widening Next stage of development influenced by widening

world experience of child. As friends, teachers, social world experience of child. As friends, teachers, social contacts etc. express their versions of reality, child contacts etc. express their versions of reality, child responds by opening up their thinking and creating new responds by opening up their thinking and creating new schemes about the world. This leads to decrease in schemes about the world. This leads to decrease in both egocentrism and appearances being mistaken for both egocentrism and appearances being mistaken for reality.reality.

Reverse thinking now occurs through mental Reverse thinking now occurs through mental operations. Generally children in this stage can identify operations. Generally children in this stage can identify the fluid being changed from 1 beaker to a taller and the fluid being changed from 1 beaker to a taller and thinner beaker as being the same in volume, as they thinner beaker as being the same in volume, as they can reverse their thinking to incorporate the idea of the can reverse their thinking to incorporate the idea of the fluid being poured from taller, thinner beaker back into fluid being poured from taller, thinner beaker back into original beaker.original beaker.

Main difference between this stage of thinking and next Main difference between this stage of thinking and next is concrete rather than abstract nature of it. is concrete rather than abstract nature of it. Concrete Concrete operations are mental operation on objects operations are mental operation on objects whilst formal operation are mental operation on whilst formal operation are mental operation on ideasideas

Formal OperationsFormal Operations From approx. 11yrs + children move into From approx. 11yrs + children move into

formal operations stage. Children can not only formal operations stage. Children can not only attend to the concrete and the real but can attend to the concrete and the real but can also think and reason in an abstract way.also think and reason in an abstract way.

Another aspect of this stage is use of Another aspect of this stage is use of deductive reasoning ie. ‘the ability to make deductive reasoning ie. ‘the ability to make appropriate conclusions from facts’. Problem appropriate conclusions from facts’. Problem solving now begins to be more systematic and solving now begins to be more systematic and scientific than previous trial and error scientific than previous trial and error approach of concrete operations. Use of approach of concrete operations. Use of hypothesis begins. This leads to thinking hypothesis begins. This leads to thinking through possible explanations for certain through possible explanations for certain events rather than testing for outcomes.events rather than testing for outcomes.

Whilst in Piaget’s theory most people reach Whilst in Piaget’s theory most people reach this stage by 12 or 13, people often do not this stage by 12 or 13, people often do not progress to this stage of cognitive progress to this stage of cognitive development. Additionally, at different development. Additionally, at different stages in life or with certain issues, most stages in life or with certain issues, most people revert to a more egocentric and people revert to a more egocentric and less rational way of thinking.less rational way of thinking.

Activity:Activity:Consider when you or others engage in Consider when you or others engage in

concrete thinking. What impact does it concrete thinking. What impact does it have? What advantages are there to have? What advantages are there to develop our thinking beyond this level of develop our thinking beyond this level of concrete operations to formal operations?concrete operations to formal operations?

Possible problems with Piaget’s Possible problems with Piaget’s theorytheory

One main criticism of theory is there may well be One main criticism of theory is there may well be a thinking stage beyond formal operations. In a thinking stage beyond formal operations. In other words, we do not peak at 12 or 13 in the other words, we do not peak at 12 or 13 in the development of our thinking, reasoning, logic development of our thinking, reasoning, logic or other cognitive skills. or other cognitive skills.

In fact Klaczynski (2000, 2001: Sigelmen & Rider, In fact Klaczynski (2000, 2001: Sigelmen & Rider, 2006) suggest 2 forms of reasoning ie. 2006) suggest 2 forms of reasoning ie. Intuitive and scientific, seem to coexist rather Intuitive and scientific, seem to coexist rather than Piagetian notion that scientific replaces than Piagetian notion that scientific replaces intuitive. If you think about the professions intuitive. If you think about the professions relating to people such as counselling, HR relating to people such as counselling, HR Management, Consulting etc. an intuitive Management, Consulting etc. an intuitive component is essential as humans do not component is essential as humans do not respond according to a scientific set of rules.respond according to a scientific set of rules.

Cont.Cont.

Another suggestion is Piaget Another suggestion is Piaget underestimated young minds due to the underestimated young minds due to the types of activities he used to asses types of activities he used to asses them. ‘When researchers use more them. ‘When researchers use more familiar problems…hidden familiar problems…hidden competencies….are sometimes competencies….are sometimes revealed’. Measuring performance in a revealed’. Measuring performance in a particular test is not the same as the particular test is not the same as the person having competence – even if person having competence – even if they can perform on the test. For they can perform on the test. For competence to be evident, it has to be competence to be evident, it has to be stable over time and repeatable.stable over time and repeatable.

Cont.Cont.If Piaget is correct, then individuals develop a coherent If Piaget is correct, then individuals develop a coherent

thinking pattern. This pattern is then used in all thinking pattern. This pattern is then used in all situations. The truth is more likely to be that our situations. The truth is more likely to be that our thinking does not develop coherently but develops in thinking does not develop coherently but develops in some areas and styles whilst not developing in others. some areas and styles whilst not developing in others. This stopping and starting process of development This stopping and starting process of development leads to idiosyncratic patterns of thinking rather than leads to idiosyncratic patterns of thinking rather than easily predicted thinking styles base d on age.easily predicted thinking styles base d on age.

Think about the difference between children raised in Think about the difference between children raised in rural areas compared to high density living. If in each rural areas compared to high density living. If in each others environment, it may seem the thinking is less others environment, it may seem the thinking is less advanced than when in their own environment ie. advanced than when in their own environment ie. Rural children may think urban children are ignorant Rural children may think urban children are ignorant of nature and urban children think rural children are of nature and urban children think rural children are not very street smart. This is due to lack of familiarity not very street smart. This is due to lack of familiarity with tasks and general knowledge gained through with tasks and general knowledge gained through specific and different life experience.specific and different life experience.

Beyond Piaget…Beyond Piaget…

Two significant criticisms of Piaget’s Two significant criticisms of Piaget’s theory have lead to further research:theory have lead to further research:

1.1. The notion of formal thought as the The notion of formal thought as the last stage of cognitive development led last stage of cognitive development led to research into post-formal thoughtto research into post-formal thought

2.2. The lack of consideration for the social The lack of consideration for the social impact on cognitive development led impact on cognitive development led to adoption of Vygotsky’s sociocultural to adoption of Vygotsky’s sociocultural model.model.

Post-formal thoughtPost-formal thoughtAs individuals develop their thinking skills As individuals develop their thinking skills

beyond the formal operations obtained for beyond the formal operations obtained for most people in adolescence, a new type of most people in adolescence, a new type of thinking emerges. Rather than relying on thinking emerges. Rather than relying on absolutes in thinking, the result of over-absolutes in thinking, the result of over-reliance on logic, adults develop relativistic reliance on logic, adults develop relativistic thinking ie. The notion that ‘knowledge thinking ie. The notion that ‘knowledge depends on the subjective perspective of the depends on the subjective perspective of the knower’. This varies from the absolute knower’. This varies from the absolute ‘knowing’ that characterises the formal ‘knowing’ that characterises the formal operations thinking of the absolutist.operations thinking of the absolutist.

Many brain teasers use this type of thinking to Many brain teasers use this type of thinking to stretch the thinker. So too do many moral and stretch the thinker. So too do many moral and ethical dilemmas.ethical dilemmas.

ActivityActivity Consider this scenario and answer with formal Consider this scenario and answer with formal

and post-formal thought:and post-formal thought: A couple are raising their family and 1 partner A couple are raising their family and 1 partner

is often travelling as part of the job. At an is often travelling as part of the job. At an interstate conference, the partner engaged in interstate conference, the partner engaged in a brief fling with another conference attendee;a brief fling with another conference attendee;

1.1. Should this person tell their partner what Should this person tell their partner what happened?happened?

2.2. Would your answer vary if you knew the other Would your answer vary if you knew the other partner would not find out about the fling?partner would not find out about the fling?

3.3. Would your answer vary if you knew the other Would your answer vary if you knew the other partner would be so distressed they may hurt partner would be so distressed they may hurt themselves on finding out?themselves on finding out?

Vygotsky’s sociocultural Vygotsky’s sociocultural modelmodel

Main notion is cognitive development occurs Main notion is cognitive development occurs in a sociocultural context and evolves out of in a sociocultural context and evolves out of child’s social interactionchild’s social interaction

Vygotsky is more concerned with social Vygotsky is more concerned with social interactions whilst Piaget is more concerned interactions whilst Piaget is more concerned with individual’s internal interactionswith individual’s internal interactions

Scaffolding and zone of proximal Scaffolding and zone of proximal development are key concepts in Vygotsky’s development are key concepts in Vygotsky’s work. Scaffolding refers to the structure of a work. Scaffolding refers to the structure of a child’s learning experience by an adult or child’s learning experience by an adult or older sibling. Scaffolding needs to be older sibling. Scaffolding needs to be appropriate for age and development of appropriate for age and development of individual child ie. Child’s zone of proximal individual child ie. Child’s zone of proximal developmentdevelopment

ActivityActivity

Consider how you would teach a child of Consider how you would teach a child of 10 months to use eating utensils such 10 months to use eating utensils such as a spoon….as a spoon….

Now compare that to how you would Now compare that to how you would teach a 2 year old.teach a 2 year old.

And now image teaching a 5 year oldAnd now image teaching a 5 year oldThe differences in approach are the The differences in approach are the

specific scaffolds we need to set up to specific scaffolds we need to set up to reach the differently-aged children’s reach the differently-aged children’s zone of proximal developmentzone of proximal development

The effect of aging on cognitive The effect of aging on cognitive abilitiesabilitiesWhilst stereotypes Whilst stereotypes may include older may include older people losing their people losing their memory and memory and getting dementia, getting dementia, the truth is that the truth is that the effects of the effects of aging on memory aging on memory are more complex are more complex than that. Wiles than that. Wiles and Wilesand Wiles(2003) summarise (2003) summarise the changes in the the changes in the following table.following table.

• Source: Source: Wiles, J. Wiles, J. and Wiles, J. (2003) and Wiles, J. (2003) The Memory BookThe Memory Book. . Sydney: ABC Books, Sydney: ABC Books, pp82-83.pp82-83.

Mostly endure with Mostly endure with ageage

Can worsen with ageCan worsen with age

* Knowledge about * Knowledge about people and things people and things (semantic(semantic

memory)memory)•Remembering the Remembering the gist of long-ago gist of long-ago eventsevents•A strong sense of self A strong sense of self and emotional and emotional maturity Learning and maturity Learning and using reminder using reminder strategies strategies Remembering well if Remembering well if more time taken more time taken Remembering if cue Remembering if cue givengiven•Skills already learned Skills already learned (existing procedural(existing procedural•memory)memory)•Using implicit Using implicit memory, especially memory, especially primingpriming

* Tip of tongue * Tip of tongue occurrencesoccurrences

* Remembering with no * Remembering with no prompts (self-initiatedprompts (self-initiated

recall)recall)•Future intentions if no Future intentions if no reminder cuesreminder cues•Juggling more than Juggling more than one thing at a timeone thing at a time•Remembering under Remembering under time pressuretime pressure•The source of The source of information (episodic information (episodic memory)memory)•Stopping the wrong Stopping the wrong word from slipping outword from slipping out•Learning new physical Learning new physical skills (new proceduralskills (new procedural•memory)memory)

Aspects of Memory

Ageing & Cognitive DevelopmentAgeing & Cognitive Development Most of these points are clear. However a couple Most of these points are clear. However a couple

need further clarification.need further clarification. Implicit memory is the memory which we are not Implicit memory is the memory which we are not

conscious of. Priming ie. the influence of recent conscious of. Priming ie. the influence of recent events on memory is also something we are not events on memory is also something we are not conscious of generally. The example Wiles and Wiles conscious of generally. The example Wiles and Wiles use to explain this phenomenon is that of a person use to explain this phenomenon is that of a person asking his wife who they are going to visit and then asking his wife who they are going to visit and then he repeats their names until he reaches their place. he repeats their names until he reaches their place. That way he is using his implicit memory and That way he is using his implicit memory and especially priming to retain the names of the people especially priming to retain the names of the people he is visiting (Wiles & Wiles, 2003, p85).he is visiting (Wiles & Wiles, 2003, p85).

Tip of the tongue phenomenon is that feeling that we Tip of the tongue phenomenon is that feeling that we know the word and it is on the tip of our tongue but know the word and it is on the tip of our tongue but will not surface at the right time. This is a most will not surface at the right time. This is a most frustrating phenomenon for most people but it occurs frustrating phenomenon for most people but it occurs more readily for older people.more readily for older people.

Ageing & Cognitive Development Ageing & Cognitive Development cont.cont.

Future intentions, such as to ring at 10am or ring Future intentions, such as to ring at 10am or ring when we get home, become more challenging as when we get home, become more challenging as we age. The use of cues such a reminder notes, a we age. The use of cues such a reminder notes, a note by the phone and the like can counter this note by the phone and the like can counter this issue.issue.

When we are younger we can generally remember When we are younger we can generally remember who told us a joke or a bit of information. As we who told us a joke or a bit of information. As we get older it is more common to not remember the get older it is more common to not remember the source of information and thus, we may tell a joke source of information and thus, we may tell a joke to the person who told us the joke a week before.to the person who told us the joke a week before.

Inhibitory actions in the brain become slacker with Inhibitory actions in the brain become slacker with time. Thus a person may substitute in a word that time. Thus a person may substitute in a word that is similar to the one they wish to express eg. is similar to the one they wish to express eg. ‘conversation’ and ‘concentration’.‘conversation’ and ‘concentration’.

Language DevelopmentLanguage Development The human ability to learn a language involves The human ability to learn a language involves

physical and mental capacity to do so, also an physical and mental capacity to do so, also an appropriate exposure over time to that appropriate exposure over time to that language. To explain the processes through language. To explain the processes through which language develops, we will explore which language develops, we will explore several key theories;several key theories;

Vygotsky’s sociocultural modelVygotsky’s sociocultural model Skinner and the behaviourist approach Skinner and the behaviourist approach

including conditioningincluding conditioning Bandura’s social learning involving Bandura’s social learning involving

observational learningobservational learning Nativist theory involving the notion of an inbuilt Nativist theory involving the notion of an inbuilt

language processorlanguage processor Interactionist approach involving both the Interactionist approach involving both the

learning and nativist approacheslearning and nativist approaches

SocioculturalSociocultural Vygotsky’s model suggests children learn the tool for Vygotsky’s model suggests children learn the tool for

communication , including language, through social communication , including language, through social interactions with others.interactions with others.

Private speech begins to guide the thoughts of the Private speech begins to guide the thoughts of the child. child.

Think of a baby practicing sounds such a mum mum Think of a baby practicing sounds such a mum mum mum or da da da, you are also thinking of the mum or da da da, you are also thinking of the beginnings of expressive language. beginnings of expressive language.

At this stage the baby has been engaged in a great At this stage the baby has been engaged in a great deal of receptive language development ie. The bay deal of receptive language development ie. The bay has received many words from those around them and has received many words from those around them and starts to associate some of these worlds with items starts to associate some of these worlds with items such as dummy, bottle etc. such as dummy, bottle etc.

As time passes, interactions a baby has will lead the As time passes, interactions a baby has will lead the baby to imitating sounds and then short words and baby to imitating sounds and then short words and eventually longer words. Sentence structures also eventually longer words. Sentence structures also change over time from single words to more and more change over time from single words to more and more complexitycomplexity

Sociocultural cont.Sociocultural cont. Vygotsky’s adds the child\s cognitive Vygotsky’s adds the child\s cognitive

development is directly affected by the use of development is directly affected by the use of language. language.

Not only is language expanded through social Not only is language expanded through social interaction but so too are cognitive skills. The interaction but so too are cognitive skills. The cultural interactions teach the child how to cultural interactions teach the child how to respond to certain situations and develop respond to certain situations and develop culturally appropriate thinking skills.culturally appropriate thinking skills.

Imagine a child who grows up in culture where Imagine a child who grows up in culture where single answers and one reality is norm. Now single answers and one reality is norm. Now compare that with a child who grows up in a compare that with a child who grows up in a culture where ambiguity and multiple realities culture where ambiguity and multiple realities are the norm. Very different outcomes with are the norm. Very different outcomes with thinking and communication styles.thinking and communication styles.

LearningLearning The learning/behaviourist approach, developed The learning/behaviourist approach, developed

by Skinner, adds some extra ideas.by Skinner, adds some extra ideas. Skinner proposed that babies babbled and Skinner proposed that babies babbled and

accidentally made sounds resembling words. accidentally made sounds resembling words. Parents then hear that word and positively Parents then hear that word and positively praise the baby for saying something that praise the baby for saying something that sounds like a word. This reinforces the child sounds like a word. This reinforces the child and thus conditioning has occurred for the and thus conditioning has occurred for the baby.baby.

Bandura’s notion of social learning is also Bandura’s notion of social learning is also applied to learning language. Bandura applied to learning language. Bandura proposes babies learn through imitation of proposes babies learn through imitation of others. This is called observational learning.others. This is called observational learning.

Nativist ApproachNativist Approach Nativists such as Noam Chomsky, argue parents do not Nativists such as Noam Chomsky, argue parents do not

reinforce. reinforce. Baby has inbuilt or innate language processor assisting Baby has inbuilt or innate language processor assisting

them to learn the rules of language. They process the them to learn the rules of language. They process the rules based on their receptive language skills.rules based on their receptive language skills.

Babies from 8 mnths + store words.Babies from 8 mnths + store words. 9-10 months can understand approx 20-30 words9-10 months can understand approx 20-30 words The increase after this time is dramatic. Most 13 mnth The increase after this time is dramatic. Most 13 mnth

olds have about 100 words, 3 year olds have around olds have about 100 words, 3 year olds have around 1000 words, 6 year olds around 13,000 and 18 yr olds 1000 words, 6 year olds around 13,000 and 18 yr olds around 60,000. around 60,000.

Means the average person between 2-18 yrs learns Means the average person between 2-18 yrs learns approx 10 words per day.approx 10 words per day.

These are then used fluently through expressive These are then used fluently through expressive language. Expressive language grows dramatically language. Expressive language grows dramatically during this early period of development. At approx 16 during this early period of development. At approx 16 mnths, average child will have approx 50 expressive mnths, average child will have approx 50 expressive words, at 24 mnths, 320 words.words, at 24 mnths, 320 words.

InteractionalInteractional The interactional perspective combines The interactional perspective combines

both Nativist and learning theories.both Nativist and learning theories. Position taken is there is a biological Position taken is there is a biological

mechanism for language development mechanism for language development and this is affected by the environment and this is affected by the environment in which the child grows and interacts in which the child grows and interacts within.within.

End of session recapEnd of session recap

Piaget & cognitive developmentPiaget & cognitive development Criticisms and developments of Criticisms and developments of

developmental stagesdevelopmental stages Effect of social interaction and Effect of social interaction and

developmentdevelopment Covering internal and external Covering internal and external

perspectivesperspectives Language and learning theories of Language and learning theories of

developmentdevelopment