1 / 16

Theory to Practice Cognitive Development and Intelligence

Theory to Practice Cognitive Development and Intelligence. Linking Theory to Practice. Why is it important to have a “developmental bridge” between theory and practice in student affairs? Theoretical basis allows for efficiency and effectiveness to be achieved

wenda
Download Presentation

Theory to Practice Cognitive Development and Intelligence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Theory to PracticeCognitive Development and Intelligence

  2. Linking Theory to Practice • Why is it important to have a “developmental bridge” between theory and practice in student affairs? • Theoretical basis allows for efficiency and effectiveness to be achieved • It brings professionalism to our work • Everyday reality of students must be connected to the theories for them to be relevant

  3. Linking Theory to Practice • General Structure • Evaluation of the Situation • Identify, clarify, or define goals/outcomes • Interpret Situation through Theories • Select Theories that Best Address the Situation • Identify Challenges and Supports • Design Programs/Interventions • Implementation • Evaluation

  4. Practice—To Theory—To Practice • Practice • Identify Concerns/Determine Goals and Outcomes (Is/Ought Discrepancies) • Description • Investigate theories that may be helpful • Analyze students through lens of theory • Analyze environment through lens of theory • Translation • Identify potential challenges

  5. Practice—To Theory—To Practice • Prescription • Reexamine goals in light of analysis • Design intervention methods • Practice • Implement Intervention • Evaluate outcomes • Redesign intervention if necessary

  6. Theory to Practice Example • Using the PTP Model decide how to respond to the following: A team of RAs specifically assigned to monitoring students’ academic behaviors and concerns have noticed that many students are struggling with finding a balance between socializing and studying

  7. Cognitive Development • How people think, reason, and make meaning of their experiences • Most theories are rooted in the work of Jean Piaget (1952) • The mind is thought to have structures (i.e. positions, stages) that compose a set of assumptions by the individual as to how they understand and organize their environments

  8. Cognitive Development • Traditional Assumptions • Different stages arise one at a time and always in the same order • Differences between stages represent qualitatively different ways of making meaning, content/beliefs can remain the same across stages • Each progressive stage contains elements of the previous one • Change occurs as a result of assimilation and accommodation

  9. Piaget’s Foundational Work • Sensory-Motor Intelligence • Innate reflex actions • Preoperational Intelligence • Ability to represent concrete objects in symbols and words • Concrete Operations • Understanding concepts and relationships of ideas • Formal Operations • Ability to reason hypothetically, logically, and systematically

  10. Other Cognitive Theorists • Perry — Intellectual and Ethical Development • King & Kitchener — Reflective Judgment Model • Belenky et al. — Women’s Ways of Knowing • Baxter Magolda — Epistemological Reflection

  11. Discussion • Learning in Adulthood raised a number of issues regarding what is intelligence, knowledge, and wisdom. One of the primary criticisms raised by those who do not accept Piaget’s traditional assumptions is that intelligence is a social construction. • Based on the readings and your own understanding of intelligence do you feel it is a social construction? • Using one of the examples from the readings, do you in your day-to-day life do you make assumptions that silence is a sign of intelligence or lack of intelligence?

  12. Summary of Perry • Operates on Assumptions of Piaget in Terms of What Causes Development • Dualism Multiplicity Relativism • Largest Criticism is that Perry’s Positions 1-5 Describe Cognitive Development; Whereas Positions 6-9 Describe Psychosocial Development

  13. Summary of Perry • Prominent Emphasis on Transitions • Retreat—Active denial of Potential of Legitimacy in Otherness • Temporizing—Prolonged pause within any of the positions without evidence of entrenchment through structures of Escape • Escape—A settling for Positions 4,5,6 by denying or rejecting their implications for growth

  14. Perry’s First Six Positions • Basic Duality • Authorities are the harbingers of knowledge; non-authority perspectives are irrelevant; if someone is wrong, they are not an authority • Multiplicity Pre-Legitimate • Perception that authorities may have different perspectives, but those authorities associated with “other” are not legitimate; non-authority perspectives remain irrelevant

  15. Perry’s First Six Positions • Multiplicity Subordinate • Recognized that authorities do not have all the answers, but assumed that given enough time or study the answers can be achievable • Multiplicity Correlate/Relativism Subordinate • Authority as the source of knowledge is challenged; individual adopts perspective that everyone has a right to their own opinion on life issues; confusion of what can be known is common due to loss of absolutes.

  16. Perry’s First Six Positions • Relativism Correlate • Relativism is seen as means to perception and analysis, that is to say knowledge is now seen as relative; commitments as to what one holds as knowledge is not yet seen as necessary

More Related