I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
Cognitive and Knowledge Development
A presentation of learning theories that explain the differences between the ways children think and develop and the ways adults learn.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
Cognitive and Knowledge Development
A presentation of learning theories that explain the differences between the ways children think and develop and the ways adults learn.
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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Forum 4:
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Cognitive Development (Piaget) and Intelligence
The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity.
Topics to be covered include:
· Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
· Role of Intelligence Testing in the Development of Educational Programs
· Case Studies Related to Intelligence
Cognitive Development
We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities?
JEAN PIAGET
You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals.
PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. PIAGET’S THEORY OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
DEVELOPMENT
• Invariant developmental sequence
– Sequencing fixed
– Individual differences entering/emerging
stages
5. PIAGET’S STAGES OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
DEVELOPMENT
• Tertiary circular reactions -12-18 months
–Active experimentation, trial & error
• Symbolic problem solving -18-24 months
–Inner (mental) experimentation
8. PIAGET’S STAGES OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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 OF COGNITIVE
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
23.
24. AN EVALUATION OF PIAGET’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 OF PIAGET’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
• The Role 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
• Tools of 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
• The Social 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
30.
31. VYGOTSKY’S SOCIOCULTURAL
PERSPECTIVE
• Working in 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
• Playing in 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
• Implications for 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
• The Role 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’s Theory 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’s Theory 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
• Which viewpoint 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
• Vygotsky in 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
• Vygotsky in 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
