C H A P T E R 2

1. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update C H A P T E R2 Cognitive and Language Development

2. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update An Overview of Child Development Development: The pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span.

3. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Developmental Processes Biological processesandgenetic inheritance • Development of the brain • Gains in height and weight • Changes in motor skills • Puberty’s hormonal changes Cognitive processes • Changes in the child’s thinking • Intelligence • Languageacquisition

4. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Developmental Processes Socioemotional processes • Changes in the child’s relationships with other people • Changes in personality

5. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Brain Growth Synaptic connections that are used strengthen and survive. The growth and pruning of connections between neurons in the visual, auditory, and prefrontal cortex is critical to the functioning of learning, memory, and reasoning.

6. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Neural Communication

7. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The four lobes of the human cerebral cortex

8. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Brain Lateralization …the specialization of functions in one hemisphere of the brain or the other. Verbal Processing In most individuals, speech and grammar are localized in the left hemisphere. “Analytical side” Nonverbal Processing Spatial perception, visual recognition, & emotion are localized in the right hemisphere.

9. Schema Assimilation Accommodation Organization Equilibration A framework to organize and interpret information. The ability to incorporate new knowledge into existing knowledge. The ability to adjust schemas to the environment. Grouping isolated behaviors into a higher order. A shift, a resolution of conflict to reach a balance. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Theory

10. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Basic Concepts in Piaget’s Theory • Children actively construct their own cognitive world through: • Organization • Adaptation • Assimilation • Accommodation

11. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Organization The mind’s grouping of isolated behaviors and thoughts into a higher-order system. It occurs both within and across stages of development.

12. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Examples of Organization • Two systems that humans use: • Mathematical notation systems • Language systems • We organize ideas. For example, sorority and fraternity belong to the category social groups. • Schemas for e-mail and web-browsing get organized into higher order systems (e.g. computer skills).

13. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Two Processes in Adaptation • Assimilation • Incorporation of new information into existing knowledge. • Accommodation • Adjustment to new information involves changing old schemas. When you came to college you had to accommodate your schemas for learning.

14. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Four Stages • Cognition unfolds in a sequence of four stages. • Each is age-related and distinctive. • Each stage is discontinuous from and more advanced than the previous.

15. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Four Stages

16. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Sensorimotor Stage Coordination of sensory experiences with motor actions Object permanenceinvolves therealization that objects continue to exist over time

17. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Rules for Toddlers • If I like it, it’s mine. • If it’s in my hand, it’s mine. • If I can take it from you, it’s mine. • If I had it a little while ago, it’s mine. • If it’s mine, it must never appear to be yours in any way.

18. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Pre-operational stage(2-7 years) • Two substages of the pre-operational period are: • Symbolic function: 2-4 Years • Intuitive thought: 4-7 Years

19. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Preoperational StageSymbolic Function Substage Symbolic Thought: ability to represent mentally an object that is not present (drawing, pretend play, language). Limitations: • Egocentrism: The inability to distinguish between one’s own perspective and someone else’s perspective. • Animism: The belief that inanimate objects have “lifelike” qualities and are capable of action.

20. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Can this boy report what the clown doll sees?

21. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Three Mountain Tasks

22. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Preoperational StageIntuitive Thought Substage Intuitive Thought rather than logical thinking (ask lots of questions). Centration: Focuses on one characteristic to the exclusion of others. Lack of Conservation ability —doesn’t understand that quantities remain the same, even when the matter has undergone a transformation. Lack of Classification: inability to classify objects according to only one characteristic

23. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update What is conservation? • Conservation means understanding that a quantity is the same even when it undergoes qualitative changes. • If you pour limeade from a beaker into a disk, the amount of liquid is the same. Does one look like it has more?

24. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Liquid

25. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Concrete Operational Stage (7-11 years) Logical reasoning replaces intuitive reasoning, but only in concrete situations. Conservation:The idea that some characteristics of an object stays the same even though the object might change in appearance. Classification:Coordinate several characteristics rather than focus on a single property of an object. Seriation:Order stimuli along some quantitative dimension. Transitivity: Combine relations to understand certain conclusions. “ If J is taller than M, and M is taller than S, who is taller – J or S?”

26. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Hierarchical Classification When shown a family tree of four generations, the concrete operational child can classify the members vertically, horizontally, and obliquely (up, down, and across).

27. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Length Is one of these lines longer or are they they same? What would the pre-operational child say?

28. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Length The preoperational child would say the one on the top is longer. Pre-operational children base their concepts on perception, not logic.

29. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Length Are all of these lines the same length? Is one longer? What would the pre-operational child say?

30. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Length Preoperational children are tricked by perception. The think the one “out front” is longer.

31. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Area Which side has more green?

32. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Both have the same area of green. Preoperational children rely on perception and think the one on the right has more.

33. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Concrete operational children can conserve. They understand that the amount of area is the same in spite of qualitative change (i.e., rearranging).

34. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Number Do these two rows have the same number of balls? Do these two rows have the same number of balls? Which has more?

35. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Conservation of Number Pre-operational children think the row on the bottom has more. Later they develop one-to-one correspondence. They understand there is one for this one, one for that one, and one for that one, etc.

36. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Figure 7.4

37. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Short Answer When a child can focus on both width and length of two triangles in order to compare their areas, Piaget would say that the child is capable of _________________.

38. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Formal Operational Stage Abstract reasoning: think in abstract, idealistic, and logical ways Hypothetical-deductive reasoning:The ability to develop hypotheses about ways to solve problems and systematically reach a conclusion Adolescent egocentrism:Heightened self-consciousness and a sense of personal uniqueness

39. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Features of Formal Operations • Adolescent egocentrism: • Imaginary audience: desire to be on-stage, noticed, and visible • Personal fable: sense of personal uniqueness and indestructibility “No one has ever felt like this before!” “I drive better when I’m drunk!”

40. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s TheoryTeaching Strategies Manipulate groups of objects Reduce egocentrism Draw conclusions and explain why Preoperational Thinkers Encourage children to discover concepts and principles Assign operational tasks Concrete Operations Propose problems and encourage hypothesis formation Suggest alternative approaches to problems Develop projects and investigations Formal Operations

41. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Cognitive ConstructivismTheory into Practice Jennifer, James, and several of their classmates are playing hide-and-go-seek during indoor recess one rainy day. Jennifer carefully conceals her entire body behind Mrs. Johnson’s long smock. In contrast, James hides only his upper body behind a jacket hanging on a hook. He giggles, sure that his classmates will never see him. Q:Based on the information given above, at which of Piaget’s stages of cognitive development is James most likely operating? Explain.

42. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Cognitive Constructivism Theory into Practice Mr. Jackson has a sand table in his Kindergarten classroom. He provides his students with many containers of different sizes and shapes to play with in the sand. He watches as his students carefully pour sand from one container to another. One little girl, Michelle, seems amazed when she pours sand back and forth between two containers. The sand always fills up one container and only half-fills the other, yet the containers are the same height. Q:Based on the information given above, what skill is Michelle most likely developing? Explain.

43. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Cognitive ConstructivismTheory into Practice Mr. Welby teaches high school English. He always asks his students to find the symbolism in the great works of literature he assigns. Some students do this with relative ease. For others it is a real struggle. Many are only able to parrot back what he has told them in class. Q.1:At which of Piaget’s stages are those who understand the symbolism in literature likely operating? Q.2:At which of Piaget’s stages are those who cannot understand the symbolism in literature likely operating?

44. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Piaget’s Cognitive ConstructivismTheory into Practice Marsha refuses to go to school one morning because she is having a “bad hair day” and is certain that everyone will stare at her all day. Her mother assures her that she looks just fine. However, Marsha races back to the bathroom to attempt to fix her “awful hair”. Q:What would Elkind say is happening here?

45. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Implications of Piaget Theory on Teaching • Developmentally Appropriate Education • Importance of Process • Active Learning • Self-Initiated Learning • Individual Learning Needs • Deemphasize Attempts to Make Children Adult-like in Their Thinking

46. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Limitations of Piaget • Stage theory inconsistencies • Underestimating children's abilities • Cognitive development & information processing • Overlooks influence of cultural and social groups

47. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Criticisms and Revisions of Piaget’s Theory • Tasks Can Be Taught Earlier • Exceptions to Egocentricity • Earlier Mastery of Object Permanence • Development Depends on Task • Development Influenced by Experience

48. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Vygotsky’s Theory Cognitive skills • Can be understood when they are developmentally analyzed • Are mediated by words, language, and forms of discourse • Have their origins embedded in a sociocultural backdrop

49. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Vygotsky’s Theory Language and Thought Develop independently of each other Are mediated by words, language, and forms of discourse Have their origins imbedded in a socio-cultural backdrop Scaffolding Teacher adjusts the level of support as performance rises Zone of Proximal Development (ZPD)

50. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Applications of Vygotsky’s Theory • New Task = Mentor + Learner 2.Time Passes = Gradual Release 3. Learner Takes on the Responsibility for learning Scaffolding