1. Child Development Laura E. Berk 8th edition
Cognitive Development:
Piaget and Vytotsky
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2. Goals of Cognitive Development Research
Chart typical course of development
Examine individual differences
Uncover mechanisms of cognitive development
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3. Basics of Piaget’s Theory
General theory
Considers all aspects of cognition
Constructivist approach
Stages are invariant
Stages are universal
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4. Schemas Are psychological structures
Organized ways of making sense of experience
Change with age
Action-based
(motor patterns) at first
Later move to a
mental (thinking) level
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5. Adaptation Assimilation Accommodation
Using current schemas to interpret external world
Used during equilibrium
Accommodation
Adjusting old schemas, creating new ones to better fit environment
Prompted by disequilibrium
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6. Organization Internal rearranging and linking of schemas
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7. Piaget’s Sensorimotor Stage
Birth to 2 years
Building schemas through sensory and motor exploration
Circular reactions
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8. Intentional Behavior
Object Permanence: understanding that objects continue to exist when out of sight
According to Piaget, develops in Substage 4
Incomplete at first: A-not-B search error
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9. Testing Understanding of Object Permanence Using the Violation-of-Expectation Method
Figure 6.1 Testing young infants for understanding of object permanence using the violation-of-expectation method.
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10. Progress in Finding Objects Hidden in Two Ways
Figure Performance of 10- to 14-month-olds on two types of object-hiding tasks
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11. Mental Representation
Internal, mental depictions of information
Images: objects, people, places
Concepts: categories
Can manipulate with mind
Allow:
Deferred imitation
Make-believe play
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12. Development of Categorization
Perceptual
Based on similar overall appearance or prominent part
Conceptual
Based on common function or behavior
Later add event categories
Figure Categorical distinction made by 9- to 11-month-olds.
Adapted from Mandler & McDonough, 1993.
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13. Infant Categorization Using Operant Conditioning
Figure 6.4 Investigating infant categorization using operant conditioning.
Bhatt, Rove-collier & Weiner, 1994; Hayne, Rove-Collier & Perris, 1987.
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14. The Preoperational Stage Mental Representation
2 to 7 years
Language
Piaget believed it developed from sensorimotor experiences
Make-believe play
Dual representation
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15. Development of Make-Believe Play
With age, make-believe gradually becomes:
More detached from real-life conditions
Less self-centered
More complex
Sociodramatic play
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16. Benefits of Make-Believe Play
Practice representational schemas
Emotional integration
Social, language skills
Attention, memory, logical reasoning
Imagination, creativity
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17. Progression of Drawing Skills
Scribbles: during 2nd year
First Representational Forms
Label already-made drawings: around age 3
Draw boundaries and people: 3–4 years
More Realistic Drawings: preschool to school age
Figure Examples of young children’s drawings
Used by permission of the author.
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18. Dual Representation Viewing a symbolic object as both
an object and a symbol
Mastered around age 3
Adult teaching can help
Provide lots of maps, photos, drawings, make-believe playthings, etc.
Point out similarities to real world
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19. Limitations of Preoperational Thought
Cannot perform mental operations
Egocentrism and animistic thinking
Cannot conserve
Lack hierarchical classification
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20. Failure to distinguish others’ views from one’s own
Egocentrism
Failure to distinguish others’ views from one’s own
Figure Piaget’s three-mountains problem.
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21. Belief that inanimate objects have lifelike qualities
Animistic Thinking
Belief that inanimate objects have lifelike qualities
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22. Limits on Conservation
Centration Focus on one aspect and neglect others
Irreversibility Cannot mentally reverse a set of steps
Figure Some Piagetian conservation tasks.
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23. Hierarchical Classification
Figure A Piagetian class inclusion problem.
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24. Evaluation of the Preoperational Stage
How Piaget was right
Preschoolers do develop beginnings of logical thinking.
How Piaget might have been wrong
Logical thinking develops more gradually than Piaget thought.
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25. Achievements of the Concrete Operational Stage (7 to 11 years)
Conservation
Decentration
Reversibility
Classification
Seriation
Transitive inference
Spatial Reasoning
Directions
Maps
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26. Limitations of Concrete Operational Thought
Operations work best with objects that are concrete
Problems with abstract ideas
Continuum of Acquisition
Master concrete operational tasks
gradually
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27. Piaget’s Theory: Formal Operational Stage 11 and Older
Hypothetico-deductive reasoning
Deducing hypotheses from a general theory
Pendulum problem
Propositional Thought
Evaluating the logic of verbal propositions
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28. Consequences of Abstract Thought
Self-Consciousness & Self-Focusing
Imaginary audience
Sensitivity to criticism
Personal fable
Idealism and Criticism
Problems with Decision Making
Inexperience
Overwhelming options
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29. Educational Principles Derived from Piaget’s Theory
Discovery learning
Sensitivity to children’s readiness to learn
Developmentally appropriate practices
Acceptance of individual differences
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30. Overall Evaluation of Piaget’s Theory
Piaget’s change processes — assimilation, accommodation, and organization — can’t account for patterns of children’s changes observed today
Cognitive development not always self-generating
Cognition not as broadly stagelike as Piaget believed
Piaget’s theory still inspires research
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31. Vygotsky’s Sociocultural Theory
Cognition is based on:
Social interactions
Language
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32. Children’s Private Speech
Piaget called this “egocentric speech”
Vygotsky viewed it as foundation for all higher cognitive processes
Helps guide behavior
Used more when tasks are difficult, after errors, or when confused
Gradually becomes more silent
Children with learning and behavior problems use longer
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33. Children’s Use of Private Speech
Figure 6.18 Relationship of private speech to task difficulty among 5- and 6-year olds.
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34. Zone of Proximal Development
Tasks child cannot do alone but can learn to do with help
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35. Social Interactions that Promote Cognitive Development
Intersubjectivity
Scaffolding
Guided
participation
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36. Vygotsky and Make-Believe Play
Provides Zone of Proximal Development
Imaginary substitutions help children separate thinking from objects
Rules strengthen capacity to think before acting
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37. Social Origins of Make-Believe Play
Make-believe play is a major means by which children grow cognitively and learn about important activities in their culture.
Toddlers need encouragement to participate in imaginative make-believe play.
Mothers and siblings play an important role in modeling make-believe play.
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38. Vygotsky and Education
Assisted Discovery
Teacher:
Guides learning
Tailors help to
Zone of Proximal
Development
Peer Collaboration
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39. Reciprocal Teaching Teacher and students take turns leading dialogue
Ask
Summarize
Clarify
Predict
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40. Cooperative Learning
Small groups of classmates work toward common goals
Cultural variations
in ability to learn
cooperatively
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41. Evaluation of Vygotsky’s Theory
Helps explain cultural diversity in cognition
Emphasizes importance of teaching
Focus on language deemphasizes observation, other learning methods
Says little about biological contributions to cognition
Vague in explanation of change
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