Cognitive Development

Question 1

When did Piaget write this theory

Answer 1

1985

Question 2

What were the 4 stages of Piaget model

Answer 2

Sensori-motor (0-2)
Preoperational (2-7)
Concrete operational (7-12)
Formal operational (12-)

Question 3

What is cognitive development?

Answer 3

Changes in thinking that occur over time

Question 4

Who suggested there was an end-point to cognitive development?

Answer 4

Piaget (1985)

Question 5

What was Piaget main suggestion for cognitive development?

Answer 5

Children are born with basic mental frameworks (Schema) and knowledge is built upon individually through the interaction with our environment

Question 6

What did the sensori-motor stage suggest

Answer 6

We are born with innate Schemas and we learn primarily through our senses and reflexes

Question 7

What is object permanence and how was it tested?

Answer 7

It is the realization that an object continues to exist when unseen directly. For example the A not B test, the infant pulls away cloth A to unveil a rattle, after 4 consistent trails, on the 4th trail they then pull away cloth A but the rattle had moved to B

Question 8

What is solipsism?

Answer 8

Cannot distinguish between self and surroundings

Question 9

What does egocentric mean?

Answer 9

Inability to account for others perspectives and point of views (the Three mountain task)

Question 10

What occurs during the preoperational stage

Answer 10

Egocentric (subjective thought) and conservation (failure to decenter property changes)

Question 11

What stage is where being able to think logically occurs

Answer 11

The concrete operational stage

Question 12

What occurs during the formal operational stage

Answer 12

Being able to systematically think about abstract problems and hypothetical reasoning

Question 13

What are the supportive conclusions for Piagets theory

Answer 13

Educational application- hands on learning- readiness, curriculum and discovery learning

Question 14

What did Kohlberg (2008) critique in Piaget’s model

Answer 14

Sensori-motor stage was oversimplified
Formal operational stage was overestimated
It does not account for individual differences

Question 15

Shaffer (2004) faulted Piaget’s model

Answer 15

The stages are vague and reductionist
It does not account for socio-cultural development
And development in real life is much more messy and fluid

Question 16

How faulted the methodology of Piaget’s model

Answer 16

Davis (2003) claimed that the methods that Piaget used were too complex for a child to understand

Question 17

When was Vygotsky theory proposed

Answer 17

1978

Question 18

How did Vygotsky model differ from Piaget’s

Answer 18

It bridged the gap of social interaction of cognitive development

Question 19

What did Vygotsky’s model propose?

Answer 19

Mental functioning arises from social interaction

We cannot develop in isolation learning grows through collaborative learning

Question 20

What is the zone of proximal development

Answer 20

The most effective point guidance of learning is needed, it bridges the gap between what is known and what can be known through help of others

Question 21

What is scaffolding

Answer 21

Support and encouragement from parents is eventually internalized

Question 22

Wood et al. (1976) supported the scaffolding method by showing…

Answer 22

When asked to solve a puzzle it was much quicker and efficiently put together through the assistance of a significant other

Question 23

How did Bruner (1986) support Vygotsky model

Answer 23

Provided a complimentary view as structures mature over time and meaning is culturally embedded

Question 24

Criticism of Vygotsky model

Answer 24

Thomas (2000) found little empirically or scientifically significant support or cross cultural
No evidence of individual differences

Question 25

Name 5 major differences between either models

Answer 25

Stages vs. continuous
End point vs. lifetime
Hands-on activities vs. collaborative activities
Occurs independently vs. occurs through social interaction
Development universal vs. development varies depending on the cultural context
Learning occurs in isolation more effectively vs. leaning occurs better in scaffolding
Language can not exist without thought vs. thought can not exist without Language