Term
| Psychological proccesses are what and are influenced by what? |
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Definition
| Psych processes are social in nature, influenced by the social, historical,and historical contexts in which children develop. |
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Term
| V's view on formal education. |
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Definition
| tool of enculturation, necessary for cognitive development. |
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Term
| Hypothesis that cognition is culturally influenced |
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Definition
| There is a relationship btwn lang, concepts of a particular culture, and the thinking processes that dev. in its children. if a culture has a simplistic language and set of concepts the thinking processes may be different from those with varied and verbally defined concepts. |
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Term
| Knowledge is constructed how? |
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Definition
| Socially. co-constructed. |
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Term
| Who are major influences on children, and why? |
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Definition
Parents, peers and adults.
intrepretations give value to experiences and translate into what value children place on these experiences. |
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Term
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Definition
| Bio processes did have a role but there was variability dependent on point in the lifespan. Much more significant for young children. less for adults. |
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Term
| Three levels of influence on human development. |
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Definition
!. Phylogenetic
2. Historical
3. Ontogenetic |
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Term
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Definition
| development of the human species through evolution. |
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Term
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Definition
| development of the human species throughout history. Memory, thought, and cognition have developed over centuries so that cultures differ in levels and richness |
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Term
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Definition
| the development of the individual through childhood/adulthood. ( |
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Term
| Vygotsky concentrated on which level? |
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Definition
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Term
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Definition
| one lvl of ontogenetic that focuses on dev. of competence at a single task/activity/domain. |
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Term
| Zone of Proximal Development |
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Definition
the distance between what tasks children can do independently and potential competence at those tasks, which can be achieved assistance.
The higher level of ability is where the new knowledge is constructed. |
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Term
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Definition
process of internalizing the results of experiences.
consists of a progression of dialectical conflicts and resolutions |
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Term
| V's stages of language and thought Development |
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Definition
1. Natural/Primitive (birth-2)
2. Naive Psych (2-7/8)
3. Culturally Mediated External Signs (7-12/14)
4. Ingrowth (12-Adult) |
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Term
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Definition
| proverbal thought and primitive speech. |
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Term
| Three functions of expression for natural/primitive stage |
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Definition
1. emotional release
2. social reactions
3. labels for objects/desires |
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Term
| Describe Naive Psychology |
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Definition
| Words begin to have a symbolic function. utilizatoin of grammar/syntax of culture. Lang is still not used as a regulator of thought. |
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Term
| In Naive psychology, play enables children to learn what? |
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Definition
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Term
| Private Speed (naive psych) |
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Definition
| running monologues that accompany activities. Instructing oneself with words. |
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Term
| Describe Culturally Mediated External Signs |
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Definition
Children begin to use culturally mediated tools to aid in problem solving.
Language is a mediated sign system in which conceptual thinking is transmitted through the use of words/symbols.
language is crucial in understanding how children learn to think. |
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Term
| Describe the stage of ingrowth |
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Definition
| Thinking is internalized in congruence with cultural symbols of the individual’s society. |
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Term
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Definition
1. Generated much useful research on practical edu. probs.
2. influential in edu because of the stressing of school and impt of lang. for thinking.
3. influence still growing due to attention of children with disabilities |
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Term
| Theoretical Influences related to education. |
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Definition
•Formal education is essential for children to develop
•In early childhood, pretend play is an important activity that helps children learn self regulation
•Role of private speech is important for internalizing thought
•Children learn best in their ZPD
•Testing of ZPD can guide a teachers scaffolding
•Children with disabilities can gain higher cognitive levels if assessed and scaffolded appropriately. |
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Term
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Definition
• Gaps in the theory and unclear concepts.
• Stages of thought and language are very broadly.
• Not clear how specific cultural and language-mediated experiences really change the structures and functions of cognition. |
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Term
| Compare contrast Piaget and Vygotsky on knowledge construction |
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Definition
P believed knowledge could be constructed by direct action with the environment and adults shouldn’t intervene unnecessarily.
V believed only early concepts could be gained through direct child action; socially mediated knowledge is needed for children’s knowledge construction. |
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Term
| Compare Piaget and Vygotsky on play |
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Definition
P say play as assimilative and valuable for understanding and expressing children’s personal meanings
V say play as a means of organizing thought through verbal mediation, enabling self-regulation. |
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Term
| Compare Piaget and Vygotsky on Language |
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Definition
P saw language as initially egocentric and separate from cognition, although essential for representational and logical thought
V saw language as initially social and intertwined early as an aid to cognitive development but a determinant of culturally defined thought. |
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Term
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Definition
| Language is a symbolic system that is rule governed and has both a performance (surface structure) and a competence (deep structure) element. |
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Term
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Definition
| •Performance element- ability to understand and produce language |
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Term
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Definition
| •Competence- underlying knowledge of language rules |
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Term
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Definition
| govern what sounds can be put together for intelligible speech. Can differ with different languages. |
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Term
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Definition
| define word order in sentences, plurals, possessives, and prefixes are arranged. |
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Term
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Definition
| combination of these rules into meaningful units of words and sentences. |
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Term
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Definition
| social rules governing how language can be expressed at carious tims and places within particular cultures |
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Term
| Skinner and language development |
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Definition
•Verbal behavior was just a manifestation of classical conditioning and operant conditioning.
•Could not account for the many examples of languages that are creations of children (foots).
•Works with autism |
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Term
| Lenneberge and language development |
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Definition
language is a species specific trait based on biologically given mechanisms.
•Asked if language ability was the cause of intelligence, not vice versa. |
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Term
| Chomsky and language development |
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Definition
Language acquisition device
•Believed the brain is ‘wired’ in humans for producing language. |
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Term
| Nature v. Nurture with Language Dev. |
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Definition
•Brain does have certain areas that seem to be sites where language production and comprehension development are concentrated.
•Sentences that have never been heard before
•Appears to be a sensitive period for language development
•There is a ‘child syntax’ that is common across language environments. |
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