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W3 - THEORIES OF DEVELOPMENT (Piaget's Theory (The Four Stages :star:,…
W3 - THEORIES OF DEVELOPMENT
Basic Outline about Development
Why the need for development theories?
Raising crucial
questions
Motivate new
research
Framework
for understanding
Predict
behaviour
What drives development?
Nature
Interactionist Position (interaction = development)
Nurture
Constructivist Position (interaction, but through self-discovery)
Piaget's Theory
General Features
Four stages of knowledge growth
Knowledge represented through schemas
(action schemas > internalised schemas called operations)
Knowledge Development Processes*
Organisation (equilibration)
Disequilibrium (gaps)
Accommodation (balance and eliminate)
Equilibrium (no gaps)
Adaption
Assimilation (existing)
Accomodation (modifying, new)
Key Assumptions :eye:
Stage Invariance
(always sequential order)
Universal Application
(regardless of culture)
Development is
domain general
Theory's Major Influences (inspiration)
Developing IQ test for Binet
Philosophy
Natural Sciences
The Four Stages :star:
2. Preoperational
Achievements
:trophy:
Translation of knowledge (actions to mental symbols)
Semiotic Function (increased capacity to use various signifiers)
Representation of words and images
Signifiers (used to represent something)
Limitations in Preoperational Thought
Inability in conservation of liquid :tumbler_glass:
Egocentrism
Centration :mag:
Mental representation do not inter-relate or form systems (piaget)
Key Characteristics
:old_key:
Development of
thought leads to development of language
Language
converges to accelerate
thought development
Rapid expansion in child's
use of language
(symbolic system)
3. Concrete Operational
Key Characteristics
:old_key:
Thought is governed by
operations
(internalised schema, not action schema)
Ability to map operations to
concrete
objects + events =
understand relationships
Achievement: Conservation of Liquids :trophy:
Notice the
relationship between operations
(e.g. add, remove liquid = null change in volume)
Notice
Compensation
(increased height, but decreased width = 2 variables)
1. Sensorimotor
Key Characteristics
:old_key:
Innate Reflexes to Internalised Representations
Combining actions for novel reasons
Action Schemas
Usage of Symbols + Deferred imitation
Immediate Sensory
Achievement: Object Permanence
:trophy:
4. Formal Operational
Key Characteristics
:old_key:
Generation and testing of hypotheses
Systematic examination of all possibilities (trial and error)
Apply operations to operations (ability to reason logically with
abstract objects
)
Access to Intergrated system of 16 Logical Operations
Disjunction
(A
or
B)
Implication
(A
implies
B is present)
Conjunction
(A
and
B)
:eight_pointed_black_star: knowledge is in the ultimate state of
equilibrium
, no gaps in knowledge
Pendulum Problem Test (Concrete vs. Formal)
:question: what influences the rate at which the pendulum swings?
Strategies Used
Concrete:
explore variables in an unsystematic way (change 2 or more variables at a time)
Formal:
Systematic way, change one variable at a time.
Purpose:
access concrete vs. formal operational thought
Evidence of Acquisition of Piagetian Concepts
Inconsistent appearance of abilities in one stage - suggest
domain specificity
Developmental progression still fairly
consistent
with this theory
Stage transition occurs earlier than predicted
Limitations
:green_cross:
Accounting Environmental Influence
Accounting Maturation changes that predict progress through stages
Cross-cultural Differences in Operations
(esp. in concrete)
Post-Piagetian Theories of Cognitive Development
(info-processing framework)
Siegler's Theory
(change in strategies / approaches)
Overlapping Waves Theory
(multiple strategies - 1, 2, 3)
Keep the most advanced strategy, drop some others
Change in strategies = development
Representational Complexity Theory (Halford & Andrews)
(change in WM capacity for complex representation)
Binary Relations
= 2 variables (age 2)
Ternary Relations
= 3 variables (age 5)
Unary Relations
= 1 variable (age 1)
Quaternary Relations
= 4 variables (age 11)
e.g. 5 apples, 8 bananas (2 variables)
Fruit (3rd variable) = Ternary Relations
More bananas = not developed, More fruits = more developed
:question: More bananas or more fruits?
Overview
Detail models of performance on tasks
Attempt to understand nature + mechanisms of change (e.g. strategies, capacity for complex representations)
Influence: info-processing framework
Theories Emphasising on Social Influence
Social Learning Theory
(early learning theory) :star:
Aspects of Self in Social Learning
Perceived Self-efficacy
Self-monitoring
Limitations
:green_cross:
No acknowledgement of
cognitive development influence
on social development
Reinforcement is
circular
, reinforce what its reinforcing
No Biological Factors
Characteristics
:check:
Vicarious Reinforcement
(actions rewards / consequences)
Reciprocal Determinism
(both child and environment influences each other)
Different choice of mechanism:
direct + observational experiences (learning + imitation)
Vygotsky Theory / Framework :star_and_crescent:
Vygotsky vs. Piaget
Connection between Language and Thought
P:
thought is primary = language is formed later (symbolic form)
V:
thought and language = independent development = converges later
Similarity:
Constructivist view
Differences
: Emphasis on cultural influences + social interaction is critical to development
Limitations
:green_cross:
Stated means to develop skills, but not the skills acquired
Framework not a theory (incomplete info)
Unclear mechanisms of learning
Key Ideas
:old_key:
Inter to intra-mental shift in Skills
Joint Attention
Intersubjectivity
(necessary for effective teaching / learning)
Intellectual Change, not Static Ability
Zone of Proximal Development
Actual vs. Proximal Development (retrospective vs. prospective)
Social Scaffolding
Focus on social + historical-cultural influences
Convergence of language and thought through Inner Speech development
egocentric speech (self-directed & externalised)
inner speech (self-directed & internalised)
speech (babble) - social function
Brofenbrenner's Bioecological Model
:star:
Mesosystem (related)
Exosystem (external)
Microsystem (interpersonal)
Macrosystem (cultural)
Chronosystem (time)
Ethological and Evolutionary Theories
Human development influenced by
inherited capacities and responses
Motivation to
preserve genes
Behaviour is not fully understood through environment (knowledge and skills reference)
Behaviours are kept based on
survival value
Early Learning Theories
Characteristics
:check:
Environmental influence
Influence caused by environmental stimulus + associations
Conditioning of child's behaviours / responses
Limitations
:green_cross:
Unable to explain appearing
behaviours
that were
not reinforced
Unrealistic expectations
of rapid development (based on mechanism of change - too slow)
No mechanism to explain reinforcement behaviour through observation.