1、EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian Edition ODonnell, DAmico, Schmid, Reeve, Smith,Cognitive Development,Educational Psychology, Canadian Edition,Chapter 2 Cognitive Development,Themes of the Chapter Biology and maturation underlie all developmental processes Growth-promoting exper
2、ience must occur in order for cognitive development to be fully realized There are many school-related experiences that help learners realize their developmental potentials,Educational Psychology, Canadian Edition,Guiding Questions,How does education enrich brain development? How does Piaget explain
3、 cognitive development? What are the stages of cognitive development? How can teachers apply Piagets theory in the classroom?(continued),Educational Psychology, Canadian Edition,Guiding Questions (continued),How does Vygotsky explain sociocognitive development? How can teachers apply Vygotskys theor
4、y in the classroom? How does language develop? How can teachers use their knowledge of cognitive development when working with diverse learners and students with special needs?,Educational Psychology, Canadian Edition,Brain Development,Brain structure and function How does experience (education) aff
5、ect brain development?,Educational Psychology, Canadian Edition,Brain Structure and Function,Hippocampus processes a persons new experiences Amygdala generate negative emotions as the brains warning system Neurons make all brain functions possible,Educational Psychology, Canadian Edition,Figure 2.1
6、Brain Structures and Their Functions,Educational Psychology, Canadian Edition,Brain Structure and Function,Exposure to a stimulating environment will stimulate neurons When stimulated, neurons reach out to neighbouring neurons With repeated stimulation, the number of connections between neurons incr
7、eases and the neurons bond together This pattern of connections is known as memory,Educational Psychology, Canadian Edition,Brain Structure and Function,Educational Psychology, Canadian Edition,How Education Affects Brain Development,Neural plasticity brains capacity for structural change as the res
8、ult of experience Stimulating environments give the brain a great deal of information to process, store, remember, and later use to solve problems The information may facilitate greater neuronal connectivity,Educational Psychology, Canadian Edition,Cognitive Development,Piagets Theory Adaptations ar
9、e inborn process of adjusting to the demands of the environment Schemas are basic structures for organizing information Behavioural schemas are mental representations of physical actions Symbolic schemas are language-based mental representations of objects and events Operations are mental actions to
10、 solve a problem,Educational Psychology, Canadian Edition,Assimilation and Accommodation,Assimilation is a process of incorporation in which some outside event is brought into a persons way of thinking Accommodation is a modification process in which an existing schema is changed or modified to make
11、 sense of something that is new and different,Educational Psychology, Canadian Edition,Disequilibrium,Disequilibrium is a state of cognitive conflict that arises when ones existing way of thinking is not confirmed by experience Using adaptation a person can move from disequilibrium to equilibrium,Ed
12、ucational Psychology, Canadian Edition,Figure 2.3 Origins and Consequences of Disequilibrium,Educational Psychology, Canadian Edition,Piagets Stages in Cognitive Development,Educational Psychology, Canadian Edition,Sensorimotor Stage,Primary circular reactions (1-4 months) Some actions are satisfyin
13、g and repeated Secondary circular reactions (4-8 months) Some actions are found to have interesting effects on the environment Goal-directed behaviour (8-12 months) Intentions replace reflexes Tertiary circular reactions (12-18 months) Curiosity leads to experimenting with objects Symbolic problem s
14、olving (18-24 months) Symbolic images of environmental objects are created,Educational Psychology, Canadian Edition,Object Permanence understanding that objects continue to exist even when they cannot be seen or detected by other senses,Sensorimotor Stage,Educational Psychology, Canadian Edition,Pre
15、operational Stage,Children create symbolic schemas to represent the objects and events around them Children take part in pretend play,Educational Psychology, Canadian Edition,Concrete Operations Stage,Children can develop an internal mental activity that allows them to revise or alter a symbol or im
16、age to reach a logical conclusion This mental manipulation can only be with concrete objects and events that lie in front of them,Educational Psychology, Canadian Edition,Capacities of Concrete-Operational Thinking,Animism Belief that all things are alive and living In concrete operations children c
17、an tell the difference between animate and inanimate objects Centration Focusing on an objects most salient feature while neglecting equally important but less perceptually salient features In concrete operations children can focus on more than one item at a time(continued),Educational Psychology, C
18、anadian Edition,Capacities of Concrete-Operational Thinking (continued),Transductive reasoning Causal understanding in which a child thinks that when two events occur simultaneously, one must have caused the other In concrete operations children have a better understanding of cause-and-effect relati
19、onships than in the preoperational stage (continued),Educational Psychology, Canadian Edition,Egocentrism Viewing the world from ones own perspective while failing to recognize that other people might have a different perspective or point of view In concrete operations children are more aware of oth
20、ers perspectives than they were in the preoperational stage (continued),Capacities of Concrete-Operational Thinking (continued),Educational Psychology, Canadian Edition,Reversibility Capability to reverse an action by mentally performing its opposite In concrete operations children can mentally undo
21、 an action Classification Grouping objects into categories In concrete operations children advance to two-dimensional classifications (continued),Capacities of Concrete-Operational Thinking (continued),Educational Psychology, Canadian Edition,Seriation Mentally arranging or ordering a set of objects
22、 along a quantifiable dimension, such as height In concrete operations children arrange objects in serial order from shortest to longest,Capacities of Concrete-Operational Thinking (continued),Educational Psychology, Canadian Edition,Conservation,This is the crucial operational schema that defines t
23、he concrete operations stage It is the understanding that appearance alterations do not change the essential properties of an object,Educational Psychology, Canadian Edition,Figure 2.5 Three Piagetian Tests of a Childs Capacity to Conserve,Educational Psychology, Canadian Edition,Generate a list of
24、classroom activities that will involve the following: Transductive reasoning Conservation Animism Reversibility Classification Seriation,Capacities of Concrete-Operational Thinking,Educational Psychology, Canadian Edition,Formal Operations Stage,With formal-operational thinking, thinking can be inde
25、pendent of concrete reality and involve systematic problem solving Inductive reasoning is the abstraction of a general principle from a variety of examples Deductive reasoning is drawing information or hypotheses out of a general premise or a sample of evidence,Educational Psychology, Canadian Editi
26、on,Your Turn,Develop a task for each stage of Piagets theory of cognitive development Justify why each task is appropriate for each stage(See p. 49 in your textbook for teaching techniques to enrich formal operations in the classroom),Educational Psychology, Canadian Edition,Three Applications of Pi
27、agets Theory,Be sensitive to individual differences Motivate by stimulating curiosity Guessing and feedback Suspense Controversy Promote discovery-based learning,Educational Psychology, Canadian Edition,Limitations of Piagets Theory,Sometimes underestimates the intellectual capacity of infants, pres
28、choolers, and elementary school students Errs when it says that development is marked by qualitative changes Robbie Case at University of Toronto Studied the development of learning strategies in terms of changes in control structures involved in the solution of specific problems,Educational Psychol
29、ogy, Canadian Edition,Limitations of Piagets Theory,Discovery learning is not as effective as guided discovery learning Neglects the importance of culture and social guidance in cognitive development,Educational Psychology, Canadian Edition,Sociocognitive Development,Vygotsky argued that cognitive d
30、evelopment emerges mostly out of the childs social interactions with parents, teachers, peers, and other competent members of society Vygotsky advocated guided participation instead of discovery learning,Educational Psychology, Canadian Edition,Zone of Proximal Development,Predevelopment is a level
31、of competence at which a student is unable to solve problems in that domain Zone of proximal development is a level of competence on a task in which the student cannot yet master the task on his or her own but can accomplish that same task with appropriate guidance from a more capable partner Actual
32、 development is a level at which students are capable of solving problems independently,Educational Psychology, Canadian Edition,Scaffolding,The guidance, support, and tutelage provided by a teacher during social interaction designed to advance students current level of skill and understanding Provi
33、des support Extends the range of what a learner can do Allows the learner to accomplish tasks otherwise impossible Used only when needed,Educational Psychology, Canadian Edition,Instructional Conversations with Groups of Learners,IRE discourse model: conversation during teaching that follows an init
34、iate, respond, evaluate script PQS discourse model: conversation during teaching that follows a probe, question, scaffold script,Educational Psychology, Canadian Edition,Socially Shared Cognition,A shared understanding of a problem that emerges during group interaction that would not have been achie
35、ved by any individual member of the group acting alone,Educational Psychology, Canadian Edition,Intersubjectivity,The unique product that arises from social interaction in which the interaction partners come to a shared understanding of how to manage the problem-solving situation What are some examp
36、les of intersubjective experiences?,Educational Psychology, Canadian Edition,Transfer of Responsibility,Transfer of responsibility occurs as the student accomplished subgoals of the activity, gains skill and understanding, and shows less need for assistance,Educational Psychology, Canadian Edition,R
37、ole of Language in Cognitive Development,For Piaget, thought precedes language, and language is a by-product of cognitive development For Vygotsky, language is a social bridge to connect a mentors advanced development with a novices immature development, and language creates cognitive development,Ed
38、ucational Psychology, Canadian Edition,Three Types of Private Speech,Self-guidance remarks about ones own activity that are public but not directed to anyone in particular Reading aloud reading books or other materials aloud, sounding out words, or silently mouthing words Inaudible muttering quiet r
39、emarks that cannot be heard by an observer,Educational Psychology, Canadian Edition,Influence of Cultural Tools,First level of sociocognitive development face-to-face, one-on-one interaction between a competent member of the culture and a less competent member Second level of sociocognitive developm
40、ent through the cultures history and technology, effective cultural tools for solving problems,Educational Psychology, Canadian Edition,Importance of Peers to Development,Sociocognitive development (Vygotsky) more able peers can help as much as a teacher and are usually closer to the learners zone o
41、f proximal development Cognitive development (Piaget) peers can create cognitive conflict and thus promote development,Educational Psychology, Canadian Edition,Applications of Vygotskys Theory,Teacher as a guide, mentor Peers as guides, mentors Culture as guide, mentor A new view of motivation,Educa
42、tional Psychology, Canadian Edition,Educational Psychology, Canadian Edition,Canadian Research into Practice,Kieran Egan at Simon Fraser University, proposes a “modified Vygotskian approach” that draws upon and extends the notion of cognitive tools By definition, oral experience has to precede liter
43、acy “Cognitive Toolkits” enable us to make sense of the world Teachers should draw upon the sense of wonder,Educational Psychology, Canadian Edition,Language Development,Innate language acquisition device Children learn the language of their culture naturally, mostly by listening (18 months to six y
44、ears of age) Syntax: children have a biological preparedness for structure of language Phonology and semantics: these develop rapidly from age 2 through preschool Role of a teacher: to provide many opportunities for children to use language to interact socially,Educational Psychology, Canadian Editi
45、on,Language Disabilities and Brain Functioning,Dyslexia reading disability in which words are read from right to left and letters of the same configuration are reversed Aphasia language disability in which the person has difficulty understanding or producing speech,Educational Psychology, Canadian E
46、dition,Technology Support for Young Readers & Readers with Special Needs,Talking books for young readers Digital or computerized versions of traditional picture storybooks can promote phonological awareness, vocabulary development, and reading comprehension Electronic books for students with special
47、 needs Books with large print or audio and text-to-speech capabilities function as assistive technology,Educational Psychology, Canadian Edition,Text-Based Scaffolding Devices,Transitional resources convert text to speech or definitions Illustrative resources add pictures, charts and videos to the t
48、ext Summarizing resources overview of text with concept map or chapter outline Notational resources promote interaction with note taking or outlining Enrichment resources informational sidebars, historical background, and links to primary resources,Educational Psychology, Canadian Edition,Second Lan
49、guage Acquisition and Bilingualism,Second language acquisition Relatively easy during childhood Noticeably more difficult after puberty Bilingualism The use of two or more languages in everyday life Proficiency in one language is highly related to proficiency in a second language,Educational Psychol
50、ogy, Canadian Edition,Copyright,Copyright 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Per
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