2. Cognitive and Linguistic Development
Chapter 2
Cognitive and Linguistic Development

3. General Principles of Human Development

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

5. 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

6. 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

7. The Brain

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

9. 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.

10. Piaget’s Theory

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

12. 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.

13. 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

14. 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

15. 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.

16. 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

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

18. 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 years

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

20. 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.

21. 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

22. Vygotsky’s Theory: Sociocultural Perspective

23. 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.

24. 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

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

26. 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

27. Language Development

28. 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

29. 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

30. 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

31. 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

32. The Big Picture

33. 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.