Cognitive and Linguistic Development Chapter 2 Cognitive and Linguistic Development

General Principles of Human Development

Defining Development Development = changes occurring throughout the lifespan orderly adaptive Physical, cognitive, social Maturation = genetically programmed aspects of development

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

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

The Brain

Neurons Communicate across synapses Grouped for specialized function release of neurotransmitters Grouped for specialized function

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.

Piaget’s Theory

Jean Piaget Swiss psychologist, background in biology Noticed age-related similarities in problem-solving strengths/deficits clinical method of interviewing

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.

Assimilation & Accommodation 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

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

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.

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

Preoperational Stage Symbolic representation Limited mental manipulation (operations) egocentrism failure to conserve Age 2 to about age 6 or 7

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

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

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.

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

Vygotsky’s Theory: Sociocultural Perspective

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.

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

Extensions and Applications Social construction of meaning mediated learning experience Scaffolding Guided participation in adult activities Apprenticeships Dynamic assessment

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

Language Development

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

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

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

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

The Big Picture

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.