Chapter 2: Cognitive Development

and Language
Ed Psych 202/Dr. Bauer

Marietta College

Copyright 2001 by Allyn and Bacon

 Overview
 Definition of Development
 Piaget’s Theory of Cognitive
Development
 Implications of Piaget’s Theory
 Vygotsky Sociocultural Perspective
 Implications of Vygotsky’s Theory
 Development of Language

Copyright 2001 by Allyn and Bacon

 Concept Map for
Chapter 2
Language Development
Development Defined

Cognitive
Development and
Language

Vygotsky’s Theory Piaget’s Theory

and and
Implications Implications

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 Development

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 Types of Developmental
Change
 Physical
 Personal
 Social
 Cognitive

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 Principles of Development

 Rates differ
 Orderly
 Gradual

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 Brain Development

 Main structures
 Specialization and
integration
 Lateralization
 Storing and
transferring
information

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 Jean Piaget

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 Piaget’s Theory of Cognitive
Development
 Maturation
 Activity
 Social transmission
 Equilibration
 Mnemonic: MASE

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 Piagetian Terminology
 Organization
 Schemes / schema
 Adaptation
 Assimilation
 Accommodation

 Equilibration
 Equilibrium
 Disequilibrium

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 Piaget’s Stages of Cognitive
Development
 Sensorimotor
 Pre-operational
 Concrete
operations
 Formal operations

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 Sensorimotor Stage: 0-2

 Learning through
5 senses
 Object
permanence
 Goal directed
actions
 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.
Rules for Toddlers, continued
 If I’m doing or building something, all
the pieces are mine.
 If it looks like mine, it’s mine.
 If I saw it first, it’s mine.
 If you are playing with something, and
you put it down, it automatically
becomes mine.
 If it’s broken,
it’s yours!
 Preoperational Stage: 2-7
 Operations
 Semiotic function
 One-way logic
 Difficulty with
centering &
conservation
 Egocentrism
 Language develops
 Concrete Operational Stage:
Ages 7 - 11
 ‘Hands on’
thinking
 Conservation,
identity,
compensation
 Reversability
 Classification
 Seriation
 Formal Operational Stage:
Ages 11 - 15
 Not all individuals
reach this stage
 Hypothetico-
deductive reasoning
 ‘Scientific’ reasoning
 Adolescent
egocentrism &
imaginary audience
 Implications of Piaget’s Theory
for Teachers
 Understanding students’ thinking
 ‘Match’ teaching to cognitive stage
 Presentation strategies
 Illustrations and examples
 Assignments
 Use disequilibrium to motivate
 Individuals ‘construct’ knowledge Use
disequilibrium to motivate
 See Guidelines, Woolfolk pp. 33, 36, & 38
Copyright 2001 by Allyn and Bacon
Create a Mnemonic for
Piaget’s Four Stages
Examples:

Sometimes Piaget Can

Frustrate!

Sophomore Psychologists
Can’t Fail!
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Bacon
 Limitations of Piaget
 Stage theory
inconsistencies
 Underestimating
children's abilities
 Cognitive
development &
information processing
 Overlooks influence of
cultural and social
groups

Copyright 2001 by Allyn and Bacon

See Point▼Counterpoint, Woolfolk p. 41
 Lev Vygotsky

Copyright 2001 by Allyn and Bacon

 Vygotsky Sociocultural
Perspective
 Knowledge is co-constructed
 Interpsychological
 Intrapsychological
 Social interactions
 Role of cultural tools
 Role of language & private speech
 Self-talk & learning
 Role of adults and peers

Copyright 2001 by Allyn and Bacon

 Private Speech: Piaget versus Vygotsky
Piaget Vygotsky

Developmental Lack of ability External

Significance thinking
Course of Declines with Increases in
Development age youth, then
declines
Relationship to Negative; Positive; social
Social Speech immature stimulated
Relationship to Piaget did not Increases with
Environmental comment task difficulty
Context
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 Implications of Vygotsky’s
Theory for Teachers
 Assisted learning
 Scaffolding
 Zone of proximal
development
 Collaborative learning
 Alternative assessment
 See Table p. 50 &
Guidelines p. 52

Copyright 2001 by Allyn and Bacon

 Reflection Questions

 Compare Piaget with Vygotsky

regarding implications for teaching.
 Compare disequilibrium with the zone
of proximal development.
 Compare the role of social transmission
in Piaget’s and Vygotsky’s theories.

Copyright 2001 by Allyn and Bacon

 Language Development

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 Language Development

 Reinforced behaviors or special capacity

for language learning?
 Influences of heredity and environment

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 Language Development:
The School Years
 Pronunciation
 Syntax
 Vocabulary & meaning
 Metalinguistic awareness

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 1 Grade Teachers and
st

Literacy
 Build on existing emerging literacy skills
 Be supportive and positive
 Actively involve children in meaningful,
functional language experiences
 Acknowledge differences
 Emphasize reading
 Develop partnerships with families
 See Family and Community
Partnerships, Woolfolk, p. 56
Copyright 2001 by Allyn and Bacon
 Summary
 Definition of Development
 Piaget’s Theory of Cognitive
Development
 Implications of Piaget’s Theory
 Vygotsky Sociocultural Perspective
 Implications of Vygotsky’s Theory
 Development of Language

Copyright 2001 by Allyn and Bacon

 Review Questions

 What are three principles of development?

 What part of the brain is associated with
higher mental functions?
 What is lateralization and why is it
important?
 What are the main influences on cognitive
development?
 What is a scheme?
Copyright 2001 by Allyn and Bacon
 Review Questions
 As children move through Piaget’s four
stages, what are the major changes?
 What is the “problem of the match”?
 What is active learning? Why is Piaget’s
theory consistent with active learning?
 What are some limitations of Piaget’s theory?
 Explain how interpsychological development
becomes intrapsychological development.

Copyright 2001 by Allyn and Bacon

 Review Questions
 What are the differences between Piaget’s and
Vygotsky’s view of private speech and its role in
development?
 What is assisted learning? Scaffolding?
 What is a student’s zone of proximal
development?
 How are humans predisposed to develop
language? What role does learning play?
 Describe teacher actions and responses that
encourage language development.
Copyright 2001 by Allyn and Bacon
 Compare & Contrast Piaget’s and
Vygotsky’s Theories.
Piaget Vygotsky
Key concepts

Role of teacher

Can development
be accelerated?

How does the

child’s thinking
change with age?

How does social

interaction affect
cognitive level?

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by Allyn Allyn and Bacon
Bacon
 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 _________________.

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 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 decentering.

Copyright 2001 by Allyn and Bacon

 Multiple Choice

According to Vygotsky, which of the

following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
Copyright 2001 by Allyn and Bacon
 Multiple Choice

According to Vygotsky, which of the

following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
Copyright 2001 by Allyn and Bacon
 Mnemonics: How Will
You Remember…...
 Piaget’s influences
on development?
 Piaget’s four stages?
 The zone of
proximal
development?

Copyright 2001 by Allyn and Bacon

 Time for Bill’s Story: Hearing Aid
loss

Copyright 2001 by Allyn and Bacon