Lev Vygotsky Cultural- Historical Theory. Maricela Gonzalez. EPSY Dr. Sutterby. Summer II/ August 8, 2013

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Lev Vygotsky Cultural- Historical Theory. Maricela Gonzalez. EPSY Dr. Sutterby. Summer II/ August 8, 2013"

Transcription

1 Lev Vygotsky Cultural- Historical Theory Maricela Gonzalez EPSY Dr. Sutterby Summer II/ August 8, 2013 The University of Texas at Brownsville

2 Synopsis The article, Hiding in Plain Sight: The Stages of Mastery/ Self-Regulation in Vygotsky s Cultural- Historical Theory, written by M.E. Gredler outlines Lev Vygotsky s perspective that the use of psychological tools helps us learn. In particular, a psychological tool that is mentioned is language, and its effects in helping to build understanding. People are social learners, and so knowledge is constructed to understand the world around us. Furthermore, language is seen as an instrument of knowledge construction, of which is then transformed into meaning. Therefore, since we use language to communicate within our everyday lives- language adapts to culture. Letters are symbols, of which humans construct words from, and then give appropriate meaning to. The author s purpose in writing this article is to outline the process in which cognitive development takes place. Gredler introduces four stages of development, of which Vygotsky brought to light within the beginning of the 20 th century. Theory As the article mentions, Vygotsky believed that cognitive development depends on psychological tools (Gredler, pg. 3). In other words, a persons social history and culture are important elements of the cognitive learning process itself through the interaction they experience. Humans have tools that help us extend our thinking, and Vygotsky believed that a child s development had to do with both external and internal factors alike. The evidence used by the author relies on a person s social environment. In Vygotsky s theory, a person s environment is key to the way that they develop cognitively, and make meaning of the world around them. This makes logical sense, in that through everyday interaction, people are learning new things and building upon new knowledge. As people evolved in time, they changed according to the methods and tools they developed to change nature (Gredler, pg. 3). Vygotsky believed that individuals transformed their thinking by gaining ever-greater mastery of their cognitive processes (Gredler, pg. 3). Therefore as people evolved, language processes changed and

3 added to that notion. Furthermore, as was noted- individuals react or respond to stimuli in the environment or stimuli within themselves, and any explanation of the essence of cognitive development must be compatible with that fact (Gredler, pg. 4). Thus, words have meaning of which furthers our understanding, and interrelations within our social setting. Analysis Moreover, Vygotsky identified the essence of cognitive development as the mastery of auxiliary stimuli to accomplish a cognitive operation that is not achievable through natural processes (Gredler, pg. 5). Humans start off with the absence of self-regulation, to eventual self-regulation of themselves. The article points out, that Vygotsky s research on memory and attention would be the avenue that brought out the four stages of cognitive development to further his theory s implications. The experiments were a way to show the human s mental behavior in a systematic way. Furthermore, this led Vygotsky to think that as humans we have an internally connected special system subjected in its evolution to a single law derived from the central leading function, the function of forming concepts (Gredler, pg. 8). We come to self-regulate through this extensive web of processes, by eventually being able to harbor relationships between concepts. In order to develop mastery of one s own thinking (Gredler, pg. 5), people must go through each of these formative stages of cognition. This includes the two pre-mastery stages, external regulation of one s own thinking, and internal regulation of which occurs in adolescence. Vygotsky conducted auxiliary stimuli experiments in which he monitored memory, attention and concept formation to externalize the participant s cognitive behavior. He theorized that each new stage is a transformation of the prior level of development, and are simply benchmarks of cognitive development (Gredler, pg. 6). For example, in early childhood perception is the dominant function of consciousness. Then when a child reaches the school age, memory is more dominant in how they tend to perceive things. Therefore, it was deduced that children that go to school

4 develop different mental processes than those that don t, as development is both socially and culturally developed. The article mentions that during the primitive stage, the young child s thinking is characterized by attempts to address a complex structure with primitive ways of thinking (Gredler, pg. 6). In this stage the child is using their basic natural processes of which tend to fall short of accomplishing a task. While in external regulation stage (school age), children have moved on to understand the psychological nature of the task by appropriating external concrete stimuli (Gredler, pg. 6). Eventually, this leads to internal regulation of which is the desired outcome. Within that social school setting, the child is constantly learning and re-learning to eventually grasp higher concepts of the world around them. In other words, this stage of concept formation also serves as a bridge that lies between the child s concrete and abstract thinking (Gredler, pg. 6). Then, we move on to the internal regulation stage. Here individuals begin to make use of entirely new connections and methods. Internally constructed auxiliary stimuli, replaces external stimuli. For example, individuals remembered the words beach, hail, and dress by creating the sentence, A lady walked on the beach; it began to hail and ruined her dress (Gredler, pg. 7). Here, thinking in concepts becomes a new able behavior that the person is now able to do. Egocentric speech (of which takes place from 3-7), helps allow for this gradual succession to take place. It begins with self-talk, and it helps guide cognitive behavior. Humans are able to internalize this, and are better able to process their thoughts through this form of speech. In fact, it assists the child in developing external regulation of his or her own thinking (Gredler, pg. 7). Eventually, this leads to developing internal regulation of a person s thoughts.

5 Evaluation This article segmented Vygotsky s Cultural- Historical Theory by introducing the importance of psychological tools that humans use to construct meaning. Overall, it provided a clear assessment of the utility of the theory, and provided accurate evidence behind Vygotsky s perspective of learning. Vygotsky s Cultural- Historical Theory implies that humans form learning in a systematic way, through four stages of cognitive development, of which was presented within the article. Furthermore, the author was successful in presenting how human understanding is affected by both external and internal stimuli. These are all factors that harbor learning, and directly relate to Vygotsky s theory.

6 Reference Gredler, M.E. (2009). Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky s Cultural- Historical Theory. Educational Psychologist, 44 (1), doi: /

Cognitive Development

Cognitive Development Cognitive Chapter 2 Piaget s Approach to Cognitive Jean Piaget (1896-1980) A Swiss Psychologist credited with one of the most influential theories of cognitive development. Carefully observed children

More information

Jean Piaget: Cognitive Theorist 1. Theorists from centuries ago have provided support and research about the growth of

Jean Piaget: Cognitive Theorist 1. Theorists from centuries ago have provided support and research about the growth of Jean Piaget: Cognitive Theorist 1 Theorists from centuries ago have provided support and research about the growth of children in many different developmental areas. Theorists have played and still play

More information

Continuous vs. Discontinuous Nature vs. Nurture

Continuous vs. Discontinuous Nature vs. Nurture Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth adolescence, and

More information

Child s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church

Child s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church Child s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church DR. K. A. KORB FACULTY OF EDUCATION U NIVERSITY OF JOS Let the little children come to me, and do

More information

Stages of development

Stages of development 112 Chapter 8: Cognitive development Jean Piaget, 1896 1980. An example of the dominance in play of assimilation over accommodation pretending that an old packing case, a box, and a tube are a tank. The

More information

HUMAN GROWTH AND DEVELOPMENT

HUMAN GROWTH AND DEVELOPMENT GENERAL OBJECTIVES OF THE SUBJECT At the end of the course, Individuals will analyze the elements of the communication and will explain the basic principles of this course. 1. HUMAN GROWTH & DEVELOPMENT

More information

Historical Reflection on Learning Theories and Instructional Design. Vianna Madrid. Cognition and Development EPSY 6304.

Historical Reflection on Learning Theories and Instructional Design. Vianna Madrid. Cognition and Development EPSY 6304. Vianna Madrid Cognition and Development EPSY 6304 June 18, 2015 Instructor: Alejandro Garcia Synopsis The article titled Historical Reflection on Learning Theories and Instructional Design published on

More information

Overview of Child Development

Overview of Child Development Overview of Child Development Child Development Definition: Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and enhances survival. Periods

More information

Article Review on Educational Implications and Development. Introduction

Article Review on Educational Implications and Development. Introduction Article Review on Educational Implications and Development Introduction The authors of the three articles being reviewed namely; Piaget, Erickson and Vygotsky have been fascinated by the various ways in

More information

Running Head: THE LIFE AND WORK OF JEAN PIAGET 1

Running Head: THE LIFE AND WORK OF JEAN PIAGET 1 Running Head: THE LIFE AND WORK OF JEAN PIAGET 1 The Life and Work of Jean Piaget in Relation to Developmental Psychology Taylor C. Valnion Jacob Hespeler Secondary School THE LIFE AND WORK OF JEAN PIAGET

More information

Infancy: Cognitive Development

Infancy: Cognitive Development Infancy: Cognitive Development Chapter 6 Child Psychology Make sure you understand these concepts : Piaget s Stage Theory Schemas: assimilation & accommodation Developments in Sensorimotor Stage Sub-stages

More information

Running head: DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE 1

Running head: DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE 1 Running head: DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE 1 Using Developmental Theories When Choosing Children s Books Joseph Smith Excelsior College DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE

More information

Job Design from an Alternative Perspective

Job Design from an Alternative Perspective Job Design from an Alternative Perspective Paula W. Potter Western Kentucky University Abstract The purpose of this paper is to explore a theoretical aspect of job design in a way that departs from the

More information

EDUCATIONAL PSYCHOLOGY. effectiveness of, the psychology of teaching, and the social psychology of schools as

EDUCATIONAL PSYCHOLOGY. effectiveness of, the psychology of teaching, and the social psychology of schools as EDUCATIONAL PSYCHOLOGY Educational psychology is the study of how humans learn in, the effectiveness of, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology

More information

Cognitive Development

Cognitive Development LP 9C Piaget 1 Cognitive Development Piaget was intrigued by the errors in thinking children made. To investigate how these errors and how thinking changes as we grow older, Jean Piaget carefully observed

More information

Results Unlimited White Paper. Instructional Strategies for the Development of E-learning

Results Unlimited White Paper. Instructional Strategies for the Development of E-learning White Paper Instructional Strategies for the Development of E-learning Introduction To support the development of large scale, custom E-learning, Results Unlimited has developed appropriate instructional

More information

Infants: (0-18 months)

Infants: (0-18 months) Handout: Developmental Milestones Infants: (0-18 months) Developmental Milestones : 0-3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects

More information

Infancy and Childhood Chapter 3

Infancy and Childhood Chapter 3 Infancy and Childhood Chapter 3 SECTION 1 NOTES Physical, Perceptual, and Language Development Nature versus Nurture Developmental psychology the study of changes that occur as an individual matures. Developmental

More information

Using Assimilation and Accommodation. 1. Piaget s Theory: Schemes. Building Schemes 2 processes

Using Assimilation and Accommodation. 1. Piaget s Theory: Schemes. Building Schemes 2 processes 3 Explanations of Cognitive Development in Infancy/Toddlerhood 1. Piaget 2. Information Processing 3. Vygotsky Building Schemes 2 processes 2. Adaptation Building schemes through direct interaction with

More information

Chapter 2. Theories of Psychosocial and Cognitive Development

Chapter 2. Theories of Psychosocial and Cognitive Development Chapter 2 Theories of Psychosocial and Cognitive Development Overview Erikson: Psychosocial Development Piaget: Cognitive Development Vygotsky: Cognitive Development Using Technology to Promote Cognitive

More information

Freud's Theory of the Id, Ego, and Superego By CommonLit Staff 2015

Freud's Theory of the Id, Ego, and Superego By CommonLit Staff 2015 Name: Class: Freud's Theory of the Id, Ego, and Superego By CommonLit Staff 2015 Sigmund Freud (1856-1939) is the most well-known psychologist that ever lived. Freud was born to Jewish parents in Austria

More information

Physical and Cognitive Development. Cognitive Development. Physical and Cognitive Development. Physical and Cognitive Development

Physical and Cognitive Development. Cognitive Development. Physical and Cognitive Development. Physical and Cognitive Development Physical and Cognitive Cognitive Intro Psychology Georgia Tech Instructor: Dr. Bruce Walker Changes in behavior and structure from womb to tomb We focus on childhood because more is known about that stage

More information

LEARNING THEORIES Ausubel's Learning Theory

LEARNING THEORIES Ausubel's Learning Theory LEARNING THEORIES Ausubel's Learning Theory David Paul Ausubel was an American psychologist whose most significant contribution to the fields of educational psychology, cognitive science, and science education.

More information

Jean Piaget: A Cognitive Account of Development

Jean Piaget: A Cognitive Account of Development Jean Piaget: A Cognitive Account of Development My central aim has always been the search for the mechanisms of biological adaptation and the analysis and epistemological interpretation of that higher

More information

Piaget s Theory. Piaget s Assumptions About Children

Piaget s Theory. Piaget s Assumptions About Children Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth through adolescence,

More information

FREEDOM FROM DECISION The Psychology of B.F. Skinner. science. Many times while learning science, students are exposed to the notion that

FREEDOM FROM DECISION The Psychology of B.F. Skinner. science. Many times while learning science, students are exposed to the notion that FREEDOM FROM DECISION The Psychology of B.F. Skinner Adam Gallagher Learning Objectives The overall objective of this module is to illustrate the progression of an idea in science. Many times while learning

More information

EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY

EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY Waitshega Tefo Smitta Moalosi Department of Educational Foundations, University of Botswana,

More information

A Guide to Curriculum Development: Purposes, Practices, Procedures

A Guide to Curriculum Development: Purposes, Practices, Procedures A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum

More information

Bruner s Theory of Cognitive Development

Bruner s Theory of Cognitive Development http://www.youtube.com/watch?v=r2h_swmulog Bruner s Theory of Cognitive Development BATs A01 -Outline Bruner's Theory of Cognitive Development (D) - Apply knowledge of Scaffolding to teach a new concept

More information

Chapter 2. Cognitive Development COGNITIVE DEVELOPMENT

Chapter 2. Cognitive Development COGNITIVE DEVELOPMENT Chapter 2 Cognitive Development COGNITIVE DEVELOPMENT Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual

More information

Scaffolding as a Teaching Strategy

Scaffolding as a Teaching Strategy Rachel Adolescent Learning and Development Section 0500A - Fall 2002 November 17, 2002 I. Scaffolding as a Teaching Strategy Definition and Description Scaffolding instruction as a teaching strategy originates

More information

Cognitive Psychology

Cognitive Psychology Cognitive Psychology Anytime we categorize any phenomena, we run the risk of misinterpretation. Today, most psychologists classify human growth and development as cognitive, social, psychological, and

More information

Chapter Five Socialization. Human Development: Biology and Society. Social Isolation

Chapter Five Socialization. Human Development: Biology and Society. Social Isolation Chapter Five Socialization Socialization is the lifelong process of social interaction through which individuals acquire a self-identify and the physical, mental, and social skills needed for survival

More information

Chapter 15: Cognitive Development In Adolescence

Chapter 15: Cognitive Development In Adolescence Chapter 15: Cognitive Development In Adolescence What physical changes do adolescents experience? Adolescence is a time of considerable physical and psychological growth and change! ADOLESCENCE is the

More information

PART I: COOPERATIVE LEARNING AND SECOND LANGUAGE CLASSROOMS

PART I: COOPERATIVE LEARNING AND SECOND LANGUAGE CLASSROOMS PART I: COOPERATIVE LEARNING AND SECOND LANGUAGE CLASSROOMS Introduction Purpose of this book If we had to choose one word to symbolize the changes in second language teaching over the years, it would

More information

www.projectlearnet.org WHAT IS COGNITIVE INTERVENTION/REHABILITATION?

www.projectlearnet.org WHAT IS COGNITIVE INTERVENTION/REHABILITATION? Tutorial: Cognitive Intervention/Rehabilitation (See Tutorials on Cognition; Transfer/Generalization; Instructional Routines; Attention; Memory and Memory Problems; Organization; Problem Solving; Concrete

More information

Social Cognitive Theory, A Synthesis. John Inman. Oregon State University. Department of Education Graduate School. Masters in Adult Education Cohort

Social Cognitive Theory, A Synthesis. John Inman. Oregon State University. Department of Education Graduate School. Masters in Adult Education Cohort Social Cognitive Theory 1 Running head: SOCIAL COGNITIVE THEORY Social Cognitive Theory, A Synthesis John Inman Oregon State University Department of Education Graduate School Masters in Adult Education

More information

Alecia Hudson. St. Edward s University

Alecia Hudson. St. Edward s University Jean Piaget s Theories and Applications for First Grade Mathematics Alecia Hudson St. Edward s University October 31, 2011 EDUC 2331:02 - Learning Processes and Evaluation The theories of Jean Piaget have

More information

Developmental Psychology. Cognitive Development

Developmental Psychology. Cognitive Development Developmental Psychology Cognitive Development Unit Two: Cognitive Development Key concepts describe how cognitive development occurs in invariant and universal stages; outline the stages of cognitive

More information

Types of Psychology. Alex Thompson. Psychology Class. Professor Phelps

Types of Psychology. Alex Thompson. Psychology Class. Professor Phelps Running Head: PSYCHOLOGY 1 Types of Psychology Alex Thompson Psychology Class Professor Phelps March 4, 2014 PSYCHOLOGY 2 Types of Psychology Developmental psychology Developmental psychology entails the

More information

Analyzing Children s Drawings

Analyzing Children s Drawings Analyzing Children s Drawings Hsu, Ya-Huei Department of Education, National Chiayi University, Chiayi City, Taiwan Abstract It is natural for a child to love drawing. The children s works reflect their

More information

Learning Theories 4- Behaviorism

Learning Theories 4- Behaviorism LEARNING THEORIES - BEHAVIORISM CHAPTER 4 CHAPTER Learning Theories 4- Behaviorism LEARNING OUTCOMES After studying this chapter, you should be able to: 1. Explain the principles of classical conditioning,

More information

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives

More information

a) they have a failure of understanding mathematical concepts

a) they have a failure of understanding mathematical concepts TESTS FOR DYSCALCULIA T1631 SAMPLE PAGES 1. The six reasons for acute failure in mathematics Almost all children who suffer from severe problems with maths do so for one of six reasons: a) they have a

More information

JOINT ATTENTION. Kaplan and Hafner (2006) Florian Niefind Coli, Universität des Saarlandes SS 2010

JOINT ATTENTION. Kaplan and Hafner (2006) Florian Niefind Coli, Universität des Saarlandes SS 2010 JOINT ATTENTION Kaplan and Hafner (2006) Florian Niefind Coli, Universität des Saarlandes SS 2010 1 1 1.Outline 2.Joint attention - an informal approximation 3.Motivation of the paper 4.Formalization of

More information

How Does Our Thinking Change With Age?

How Does Our Thinking Change With Age? How Does Our Thinking Change With Age? Chapter 6: Cognitive Developmental Approaches Get out some paper class survey! What would you do? If you were given a third eye to put anywhere on your body where

More information

Culture. Key Concept in Cultural Anthropology

Culture. Key Concept in Cultural Anthropology Culture Key Concept in Cultural Anthropology Defining Culture Everything humans perceive, know, think, value and feel is learned through participating in a cultural system Human potential can only be realized

More information

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows:

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows: Psychology (MA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, carla.marquez-lewis@cuny.edu

More information

COGNITIVE DEVELOPMENT

COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT Culture is the prime determinant of cognitive development Learning leads cognitive development Lev S. Vygotsky The social formation of mind Vygotsky believed that individual development

More information

CHAPTER 3 COGNITIVE DEVELOPMENT: : PIAGET AND VYGOTSKY

CHAPTER 3 COGNITIVE DEVELOPMENT: : PIAGET AND VYGOTSKY CHAPTER 3 COGNITIVE DEVELOPMENT: : PIAGET AND VYGOTSKY DEVELOPMENT AND STAGE THEORIES Chapters 3 and 4 examine theories related to human development. Development in this context refers to the natural changes

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

jerome bruner and the process of education

jerome bruner and the process of education encyclopaedia archives arenas jerome bruner and the process of education Jerome Bruner has made a profound contribution to our appreciation of the process of education and to the development of curriculum

More information

Assessment That Drives Instruction

Assessment That Drives Instruction Improving Instruction Through Assessment Assessment That Drives Instruction Pokey Stanford Stacy Reeves TEACHING Exceptional Children, Vol. 37, No. 4, pp. 18-22. Copyright 2005 CEC. Two challenging aspects

More information

VTS Visual Thinking Strategies

VTS Visual Thinking Strategies VTS Visual Thinking Strategies VTS Research and Theory Headquarters: 109 South 5 th Street, #603 Brooklyn, NY 11211 718-302-0232 www.visualthinkingstrategies.org info@vue.org 708-302-0242 (f) Visual Understanding

More information

13) In Piaget's theory, are psychological structures that organize experience. A) schemes B) accommodations C) assimilations D) equilibrations

13) In Piaget's theory, are psychological structures that organize experience. A) schemes B) accommodations C) assimilations D) equilibrations Review for Exam 2 1) When Roy first received a new toy, he played with it all the time. The longer he had it, the less he played with it. This change in Roy's behavior is an example of A) priming. B) habituation.

More information

9th Grade Summer Reading Assignment for Of Mice and Men Name:

9th Grade Summer Reading Assignment for Of Mice and Men Name: 9th Grade Summer Reading Assignment for Of Mice and Men Name: Before returning to school, you will need to read Of Mice and Men to complete this assignment. This organizer will guide your reading and prepare

More information

Presenters Chris Roe, Ed.D. Joan Wink, Ph, D.

Presenters Chris Roe, Ed.D. Joan Wink, Ph, D. Presenters Chris Roe, Ed.D. Joan Wink, Ph, D. Associate Professor Professor emerita CSU Stanislaus CSU Stanislaus croe@csustan.edu www.joanwink.com Scaffolding: What, Why, How What the child can do in

More information

Bruner vs. Vygotsky: An Analysis of Divergent Theories

Bruner vs. Vygotsky: An Analysis of Divergent Theories Bruner vs. Vygotsky: An Analysis of Divergent Theories By Marc R. Dastous January 10, 2004 2 Table of Contents Table of Contents...2 Abstract...3 Cognitive Learning Theorists...3 Bruner...3 Vygotsky...4

More information

PSYCHOLOGY OF CHILDHOOD REVIEW QUESTIONS

PSYCHOLOGY OF CHILDHOOD REVIEW QUESTIONS PSYCHOLOGY OF CHILDHOOD REVIEW QUESTIONS These review questions are designed to help you assess your grasp of the facts and definitions covered in your textbook. Knowing facts and definitions is necessary

More information

Schema Theory Jeff Pankin Fall 2013

Schema Theory Jeff Pankin Fall 2013 Schema Theory Jeff Pankin Fall 2013 Basic Concepts Definition: Schema theory is a branch of cognitive science concerned with how the brain structures knowledge. A schema is an organized unit of knowledge

More information

Chapter 7: Memory. Memory

Chapter 7: Memory. Memory Chapter 7: Memory Case Study: H.M. and His Missing Memories Section 1: Memory Classifications and Processes Section 2: Three Stages of Memory Section 3: Forgetting and Memory Improvement Experiment: Applying

More information

Preoperational Stage Midterm 1. Big Daddy: Preoperational Stage Kristen Benson University of Wisconsin-Parkside 3/2/2012

Preoperational Stage Midterm 1. Big Daddy: Preoperational Stage Kristen Benson University of Wisconsin-Parkside 3/2/2012 Preoperational Stage Midterm 1 Big Daddy: Preoperational Stage Kristen Benson University of Wisconsin-Parkside 3/2/2012 Preoperational Stage Midterm 2 Introduction Cognitive development involves memory,

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

9. Stranger anxiety develops soon after: A) the concept of conservation. B) egocentrism. C) a theory of mind. D) the concept of object permanence.

9. Stranger anxiety develops soon after: A) the concept of conservation. B) egocentrism. C) a theory of mind. D) the concept of object permanence. Name: Date: 1. In Piaget's stage of concrete operational intelligence, the child acquires an understanding of the principle of: A) conservation. B) abstract logic. C) attachment D) object permanence. 2.

More information

Lecture 2. The Development Part of the. The Greenspan Floortime Approach D Part of Model Lecture 2

Lecture 2. The Development Part of the. The Greenspan Floortime Approach D Part of Model Lecture 2 Lecture 2 The Development Part of the DIR /Floortime Model The Greenspan Floortime Approach D Part of Model Lecture 2 Functional Emotional Developmental elopmental Capacities Core capacities that integrate

More information

Documentation Guidelines for ADD/ADHD

Documentation Guidelines for ADD/ADHD Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association

More information

SPORTS PSYCHOLOGY. Presented by B.R. Rawte Assistant Prof. Department of Physical Education

SPORTS PSYCHOLOGY. Presented by B.R. Rawte Assistant Prof. Department of Physical Education SPORTS PSYCHOLOGY Presented by B.R. Rawte Assistant Prof. Department of Physical Education INTRODUCTION In the history of psychology, strong differences of opinion among the psychologist exist about what

More information

Health Research on the Current Agenda of School Psychology: Interview with Prof. Bonnie Nastasi

Health Research on the Current Agenda of School Psychology: Interview with Prof. Bonnie Nastasi Europe s Journal of Psychology 4/2009, pp. 13-19 www.ejop.org Health Research on the Current Agenda of School Psychology: Interview with Prof. Bonnie Nastasi By Vlad Glăveanu EJOP Editor Health research,

More information

Three domains of learning

Three domains of learning Three domains of learning Leslie Owen Wilson all rights reserved Three domains of learning What are the differences between the cognitive, affective, and psychomotor taxonomies? There are three main domains

More information

1. (play therapy) Garry(1991),, Landreth (1991),, (play out), ,, DSM(APA,1994) : (1) JOURNAL OF SOUTH CHINA NORMAL UNIVERSITY (SOCIAL SCIENCE EDITION)

1. (play therapy) Garry(1991),, Landreth (1991),, (play out), ,, DSM(APA,1994) : (1) JOURNAL OF SOUTH CHINA NORMAL UNIVERSITY (SOCIAL SCIENCE EDITION) 2004 2 No. 2,2004 ( ) JOURNAL OF SOUTH CHINA NORMAL UNIVERSITY (SOCIAL SCIENCE EDITION) 2004 4 Apr.,2004 : (, 510631) :,, : ; ; :B849 :A :1000-5455(2004) 02-0109 - 05,,,, 1. (play therapy),,, Klein,,,

More information

Quality Progress. February 2004 Table of Contents STANDARDS. by Bob Clancy. In 50 Words Or Less

Quality Progress. February 2004 Table of Contents STANDARDS. by Bob Clancy. In 50 Words Or Less Quality Progress February 2004 Table of Contents STANDARDS Can TL 9000 Contribute To Telecom's Turnaround? by Bob Clancy In 50 Words Or Less TL 9000 provides a single quality management standard for the

More information

Marianne Straume. Specialist in clinical Psychology Center for Crisis psychology in Bergen

Marianne Straume. Specialist in clinical Psychology Center for Crisis psychology in Bergen Marianne Straume Specialist in clinical Psychology Center for Crisis psychology in Bergen Family gatherings Family gatherings for refugee families across Norway The gathering lasted over three days on

More information

What Is Singapore Math?

What Is Singapore Math? What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has

More information

Characteristics for secondary Montessori education in the Netherlands. 1. Head, heart and hands

Characteristics for secondary Montessori education in the Netherlands. 1. Head, heart and hands Characteristics for secondary Montessori education in the Netherlands 1. Head, heart and hands In The Montessori education of the 21st century, working with head, heart and hands is translated into a wide

More information

DRAFT TJ PROGRAM OF STUDIES: AP PSYCHOLOGY

DRAFT TJ PROGRAM OF STUDIES: AP PSYCHOLOGY DRAFT TJ PROGRAM OF STUDIES: AP PSYCHOLOGY COURSE DESCRIPTION AP Psychology engages students in a rigorous appraisal of many facets of our current understanding of psychology. The course is based on the

More information

Tuesday in Lifespan Development. Complete the study guide using your books and your notes. Study for test

Tuesday in Lifespan Development. Complete the study guide using your books and your notes. Study for test Monday Notes Tuesday in Lifespan Development Complete the study guide using your books and your notes. Study for test Things you need to know about Child Development Review Child development Changes over

More information

The Life Story Interview

The Life Story Interview The Life Story Interview Dan P. McAdams, Northwestern University Revised 1995 Introductory Comments This is an interview about the story of your life. We are asking you to play the role of storyteller

More information

Downloadable Reproducible ebooks Sample Pages

Downloadable Reproducible ebooks Sample Pages Downloadable Reproducible ebooks Sample Pages These sample pages from this ebook are provided for evaluation purposes. The entire ebook is available for purchase at www.socialstudies.com or www.writingco.com.

More information

1/10. Descartes 2: The Cogito and the Mind

1/10. Descartes 2: The Cogito and the Mind 1/10 Descartes 2: The Cogito and the Mind Recap: last week we undertook to follow Descartes path of radical doubt in order to attempt to discover what, if anything, can be known for certain. This path

More information

A Study in Learning Styles of Construction Management Students. Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC

A Study in Learning Styles of Construction Management Students. Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.

More information

Reference document. Stress management

Reference document. Stress management Reference document Stress management Table of Contents Introduction 2 Definition of stress 2 Causes of stress at work 2 Categories of stress: positive and negative stress 2 Forms of stress: physiological

More information

Smarter, Balanced Validation: Incorporating Systemic Objectives into a Validity Agenda 1. Stephen G. Sireci. University of Massachusetts Amherst

Smarter, Balanced Validation: Incorporating Systemic Objectives into a Validity Agenda 1. Stephen G. Sireci. University of Massachusetts Amherst Validating Theories of Action 1 Smarter, Balanced Validation: Incorporating Systemic Objectives into a Validity Agenda 1 Stephen G. Sireci University of Massachusetts Amherst 1 Center for Educational Assessment

More information

Collaborative Learning in Middle School Math Classrooms Action Research Proposal. Danielle Hall 06 December 2008 EDRS 605 Davis

Collaborative Learning in Middle School Math Classrooms Action Research Proposal. Danielle Hall 06 December 2008 EDRS 605 Davis Action Research Proposal 1 Running head: Collaborative Learning Collaborative Learning in Middle School Math Classrooms Action Research Proposal Danielle Hall 06 December 2008 EDRS 605 Davis Action Research

More information

Using Music to Increase Math Skill Retention Catherine Yoho

Using Music to Increase Math Skill Retention Catherine Yoho Using Music to Increase Math Skill Retention Catherine Yoho Abstract Discussions with math teachers, of various grade levels, brought out one consistent observation. Each year, students need to be retaught

More information

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2013 1 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo,

More information

Beacon s Education Program:

Beacon s Education Program: Beacon s Education Program: Why it works 2101 Livingston Street Oakland, CA 94606 510.436.4466 beaconday.org Part One: Curriculum Spirals Beacon s Education Program is based upon a system which we call

More information

Links Between Experiential Learning and Simulation & Gaming

Links Between Experiential Learning and Simulation & Gaming In: Gaming/Simulation for Policy Development and Organizational Change. Jac Geurts, Cisca Joldersma, Ellie Roelofs, eds. Proceedings of the 28th Annual International Conference of the International Simulation

More information

Level 2 Routing: LAN Bridges and Switches

Level 2 Routing: LAN Bridges and Switches Level 2 Routing: LAN Bridges and Switches Norman Matloff University of California at Davis c 2001, N. Matloff September 6, 2001 1 Overview In a large LAN with consistently heavy traffic, it may make sense

More information

EFFECTS OF LEARNING STYLES ON STUDENTS PERCEPTIONS OF ENTREPRENEURSHIP COURSE RELEVANCE AND TEACHING METHODS

EFFECTS OF LEARNING STYLES ON STUDENTS PERCEPTIONS OF ENTREPRENEURSHIP COURSE RELEVANCE AND TEACHING METHODS EFFECTS OF LEARNING STYLES ON STUDENTS PERCEPTIONS OF ENTREPRENEURSHIP COURSE RELEVANCE AND TEACHING METHODS Abayomi Kazeem Akinboye,* Zaidatol Akmaliah Lope Pihie** *Department of Science and Technical

More information

The Slate Is Not Empty: Descartes and Locke on Innate Ideas

The Slate Is Not Empty: Descartes and Locke on Innate Ideas The Slate Is Not Empty: Descartes and Locke on Innate Ideas René Descartes and John Locke, two of the principal philosophers who shaped modern philosophy, disagree on several topics; one of them concerns

More information

PSPB16, Course 6: Clinical Psychology I, 23 credits Kurs 6: Klinisk psykologi I, 23 högskolepoäng First Cycle / Grundnivå

PSPB16, Course 6: Clinical Psychology I, 23 credits Kurs 6: Klinisk psykologi I, 23 högskolepoäng First Cycle / Grundnivå Faculty of Social Sciences PSPB16, Course 6: Clinical Psychology I, 23 credits Kurs 6: Klinisk psykologi I, 23 högskolepoäng First Cycle / Grundnivå Details of approval The syllabus was approved by the

More information

Cognitive and Motor Development. Four Domains. Interaction. Affective Cognitive Motor Physical. Why organize into domains?

Cognitive and Motor Development. Four Domains. Interaction. Affective Cognitive Motor Physical. Why organize into domains? Cognitive and Motor Development There is a strong relationship between human intellectual function and movement: Any intellectual change is also accompanied by a change in motor function Four Domains Interaction

More information

Please bear in mind the following when finalising your choices: You must have an even balance of Autumn and Spring Term modules.

Please bear in mind the following when finalising your choices: You must have an even balance of Autumn and Spring Term modules. FINAL YEAR MODULE OPTIONS FOR 2015/2016 Dear Students FINAL YEAR MODULE OPTIONS 2015-16 Now that you have had the briefing session, here are the guidelines to assist you with choosing your final year modules.

More information

The key to LASTING motivation. Methodology. Motivation Factor / methodology 1

The key to LASTING motivation. Methodology. Motivation Factor / methodology 1 The key to LASTING motivation Methodology Motivation Factor / methodology 1 Methodology Motivation Factor Methodology A Motivation Factor program structures and targets the company s development and change

More information

Complexity measures of musical rhythms

Complexity measures of musical rhythms COMPLEXITY MEASURES OF MUSICAL RHYTHMS 1 Complexity measures of musical rhythms Ilya Shmulevich and Dirk-Jan Povel [Shmulevich, I., Povel, D.J. (2000) Complexity measures of musical rhythms. In P. Desain

More information

Theories of Cognitive Development

Theories of Cognitive Development Theories of Cognitive Development How Children Develop (3rd ed.) Siegler, DeLoache & Eisenberg Chapter 4 What is a theory? for describing a related set of natural or social phenomena. It originates from

More information

Helping a Young Child Connect Fact Family Addition and Subtraction using Tools Terri L. Kurz, Arizona State University H.

Helping a Young Child Connect Fact Family Addition and Subtraction using Tools Terri L. Kurz, Arizona State University H. Helping a Young Child Connect Fact Family Addition and Subtraction using Tools Terri L. Kurz, Arizona State University terri.kurz@asu.edu H. Bahadir Yanik, Anadolu University hbyanik@anadolu.edu.tr Jorge

More information

Psychological functions of free games for children in kindergarten

Psychological functions of free games for children in kindergarten Psychological functions of free games for children in kindergarten According to R. Kohnstamm (00, pp. 191) Although the words fun and seriousness are antonyms in our language, having fun is a very serious

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information

Review questions for Chapter 9

Review questions for Chapter 9 Answer first, then check at the end. Review questions for Chapter 9 True/False 1. A compiler translates a high-level language program into the corresponding program in machine code. 2. An interpreter is

More information