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Piaget vs vygotsky
- 1. COGNITIVE DEVELOPMENT: PIAGET’S THEORYVS VYGOTSKY’S
- 2. PIAGET’S THEORY OFCOGNITIVE DEVELOPMENT • Genetic epistemology – experimental study of the origin of knowledge • Intelligence Means ? – A elementary life action that enables an organism to adapt to it’s environment – Cognitive equilibrium – balancing thought processes and the environment – Constructivist approach – constructed knowledge by a child
- 3. PIAGET’S THEORY OFCOGNITIVE DEVELOPMENT • Gaining Knowledge: Schemes and Processes – Schemes: mental patterns (thought/action) • Organization – merge existing schemes into new/complex schemes • Adaptation – environmental adjustments –Assimilation – existing schemes with new information –Accommodation – changing existing schemes for new information
- 4. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Invariant developmental sequence – Sequencing fixed – Individual differences entering/emerging stages
- 5. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • The Sensorimotor Stage (Birth to 2 years) – Coordinate sensory inputs and motor skills – Transition from being reflexive to reflective – Development of Problem-Solving Abilities • Reflex activity (birth – 1 month) • Primary circular reactions (1-4 months) –first motor habits, repetitive
- 6. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Secondary circular reactions (4-8 months) –Repetitive actions with objects beyond the body • Coordination of secondary reactions (8-12 months) –Coordinate 2 or more actions to achieve an objective (intentional)
- 7. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Tertiary circular reactions -12-18 months –Active experimentation, trial & error • Symbolic problem solving -18-24 months –Inner (mental) experimentation
- 8. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT – Development of Imitation • Novel responses by 8-12 months of age • Deferred imitation – 18-24 months • Research now shows 6-month-olds are capable of deferred imitation
- 9. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT – Development of Object Permanence • Objects continue to exist when they are no longer visible/detectable • Appears by 8-12 months of age –A-not-B error: search in the last place found, not where it was last seen • Complete by 18-24 months
- 10. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Challenges to Piaget Account – Neo-nativism – • Infants are born with substantial innate knowledge • Require less time/experience to be demonstrated • Young children seem to possess some object permanence, memory
- 11. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Challenges to Piaget’s Approach – Theory theories • Neo-nativist and Piagetian perspective combined –Infants are prepared at birth to make sense of some information –Beyond this, Piaget’s constructivist approach is generally accurate
- 12. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • The Preoperational Stage (2-7 years) – Symbolic function / representational insight • One thing represents another • Language • Pretend (symbolic) play – developmentally a positive activity • New views on symbolism –Dual representation – think about an object in 2 ways at one time (3 years)
- 13. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Deficits in preoperational thinking –Animism »Attribute life/life like qualities to inanimate objects –Egocentrism »View world from own perspective, trouble recognizing other’s point of view
- 14. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Deficits in preoperational thinking –Appearance/reality distinction »Cannot distinguish between the two –Dual encoding »Representing an object in more than one way at a time
- 15. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Deficits in preoperational thinking –Lack of conservation – do not realize properties of objects do not change just because appearance does »Lack of decentration – concentrate on more than one aspect of a problem at the same time »Lack of reversibility – mentally undo an action
- 16. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • Did Piaget Underestimate the Preoperational Child? – New evidence on egocentrism • Piaget’s tasks were too complex – Another look at children’s reasoning • Animism not routine among 3-year-olds – Can preoperational children conserve? • Can be trained at 4 years (identity training)
- 17. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • The Development Theory of Mind (TOM) – Belief-desire reasoning • Understand behavior is based on –What an individual knows or believes –What they want or desire • Develops after preschool age • False-belief task – desire, not belief –Based on lack of cognitive inhibition –Improves with interaction with siblings
- 18. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • The Concrete Operational Stage (7-11 years) – Cognitive operations • Internal mental activity to modify symbols to reach a logical conclusion –Conservation – capable of »Decentering »Reversibility
- 19. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT –Relational logic – capable of »Mental seriation »Transitivity • Horizontal decalage – different levels of understanding that seem to require same mental operations –Based on complexity • Limited to real or tangible aspects of experience
- 20. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT • The Formal Operational Stage (11-12 +) – Hypothetico-deductive reasoning • Ability to generate hypotheses and use deductive reasoning (general to specific) • Inductive reasoning –Going from specific observations to generalizations
- 21. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT – Personal and Social Implications of Formal Thought • Thinking about what is possible in life • Stable identity • Understanding of other’s perspectives • Questioning others • Thinking of how the world “ought to be”
- 22. PIAGET’S STAGES OFCOGNITIVE DEVELOPMENT – Does Everyone Reach Formal Operations? • Early Piaget – Yes, at least some signs by 15-18 • Other researchers – No. Lack of education • Later Piaget – Yes, but only on problems that are either interesting or important • Seem to be more adolescents at this level than 30 years ago
- 24. AN EVALUATION OFPIAGET’S THEORY • Piaget’s Contributions – Founded cognitive development – Stated children construct their knowledge – First attempt to explain development – Reasonably accurate overview of how children of different ages think – Major influence in social and emotional development, and education – Influenced future research
- 25. AN EVALUATION OFPIAGET’S THEORY • Challenges to Piaget – Piaget failed to distinguish competence from performance – Does cognitive development really occur in stages? • Little evidence of broad stages – Does Piaget “explain” cognitive development? – more of an description – Little attention to social/cultural influences
- 26. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • TheRole of Culture in Development – Ontogenetic development – development of an individual over his or her lifetime – Microgenetic development – change over relatively brief periods of time – Phylogenetic development – changes over evolutionary time – Sociohistorical development – changes in one’s culture
- 27. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Toolsof Intellectual Adaptation –Born with elementary mental functions (attention, memory) –Culture transforms these into higher mental functions »Culture specific tools allow the use of the basic functions more adaptively (language, pencils)
- 28. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • TheSocial Origins of Early Cognitive Competencies – Many discoveries active learners make occur in collaborative dialogue with a tutor – The Zone of Proximal Development • Difference between what a learner can do independently and what can be done with guidance
- 29. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Scaffolding– tendency to tailor support to a learner near the limit of capability • Guided participation/apprenticeship –May be very formal and context dependent –May occur in day-to-day activities
- 31. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Workingin the Zone of Proximal Development in Different Cultures – Cultures where adults and children are segregated, learning is in schools – Cultures where adults and children are together most of the day, learning is through real life observation – Verbal versus nonverbal emphasis of instruction
- 32. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Playingin the Zone of Proximal Development – More likely to engage in symbolic play when others are present – Cooperative social play of preschoolers is related to later understanding of others’ feeling and beliefs
- 33. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Implicationsfor Education – Active, not passive learning – Assess what is known to estimate capabilities – Guided participations structured by teachers who would gradually turn over more of activity to students – Cooperative learning exercises – help each other; very effective!
- 34. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • TheRole of Language in Cognitive Development – Primary method of passing modes of thinking to children – Becomes important tool of intellectual adaptation
- 35. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Piaget’sTheory of Language/Thought –Egocentric speech »Self-directed utterances »Reflected ongoing mental activity »Shifted to communicative speech with age »Little role in cognitive development
- 36. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Vygotsky’sTheory of Language/Thought –Egocentric is really an illustration of transition from prelinguistic to verbal reasoning –Private speech – communicative “speech for self” »Serves as a cognitive self- guidance system; does not disappear, becomes inner speech
- 37. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Whichviewpoint should be endorsed? –Vygotsky »Social speech gives rise to private speech »More common with difficult tasks »Self-instruction improves performance »Does tend to turn into inner speech
- 38. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Vygotskyin Perspective: Summary – Cognitive development involves • Dialogues with skilled partners within the zone of proximal development • Incorporation of what tutors say into what they say to themselves – Expect wide variations in development across cultures
- 39. VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE • Vygotskyin Perspective: Evaluation – Not yet received intense scrutiny • Verbal guided participation may be less adaptive in some instances than others • Collaborative problem solving can undermine performance – More a perspective, not a theory with as many testable hypotheses as Piaget