Chapter 2: Linguistic and Cognitive Development

Chapter 2: Linguistic and Cognitive Development

1. Piaget's Theory Concept

   • Children
     • Motivated and Active Learners
     • Learn through experience
       • Accommodation
         • Old Script does not fit new Information
           • Must adjust old script to fit new information
       • Assimilation
         • New Object
           • Use of old Script to deal with new information
       • Equilibration
         • Move from Equilibrium to Disequilibrium and Back
           • Promotes and Develops complex thought
     • Development comes in Stages
   • Piaget's Stages of Cognitive Development
     • Ages in terms of Cognitive Development
     • Sensorimotor Stage (birth - 2 years old)
       • Characteristics
         • Reflex Development
         • Object Permanence
         • Thought in terms of Symbols
     • Preoperational Stage (2 - 7 years old)
       • Charateristics
         • Rapid Language Development
         • Egocentrism
         • Do not understand Cause and Effect
     • Concrete Operations (7- 12 years old)
       • Characteristics
         • Deductive Reasoning
         • Conservation of liquid, substance and area
         • Increased understanding of classification and mathematics
         • Trouble understanding non concrete examples of deductive logic
     • Formal Operations (12 and beyond)
       • Characteristics
         • Logical Reasoning
           • Abstract
           • Concrete
         • limited by egocentrism

2. Piaget's Theory Currently

   • Current View
     • May have underestimated children
     • May have overestimated adolescents
     • Overemphasized interaction with the physical
     • Social May be more important
   • Application
     • Hands on experience with physical objects
     • Ask for explanation and challenge illogical answers
     • Make sure the students grasp the topic before moving on
     • Relate Hypothetical Thought to Concrete Objects

3. Vygotsky's Theory

   • The Informal Conversation and Formal Schooling teach culture
     • Culture: how to interpret and respond to the world
   • Thought and Language become interdependent
     • Complex thought is formed when social activities begin
   • Children
     • Can Perform challenging tasks when assisted
       • Zone of Proximal Development
         • Range of Task a child can perform when assisted
           • Assisted by a teacher
           • Assisted by a more competent teacher
     • Stretch Cognitive abilities during play time
   • Curent View
     • It is Widely thought culture does affect cognitive development
     • Research is still being done on Language in cognitive development
   • Application
     • Encourage self motivation through difficult tasks
     • Present task students can only do when assisted
     • Provide scaffolding to help build skill for difficult tasks
     • Group work on difficult tasks

4. Linguistic Development

   • Human predisposition to learn a language