Section 1
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What is development? (Bijou and Baer)
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Section 1
(50 cards)
What is development? (Bijou and Baer)
1. Changes in interactions 2. These Changes are progressive 3. These changes occur over time (lifetime)
How does learning take a central role in development
•Learning is a basic process in human development. •It is crucial in understanding ontogenic development. •Learning is defined as a relatively permanent change in behavior in relation to the environment that is due to experience. •Development is the overall process whereas learning determines the development.
Phylogenesis
The study of behavioral changes within a species for evolutionary time •Comparative Psychologists (compare organisms across evolution within a behavior repertoire) •Evolutionary Psychologist (study of human behavior that has evolved through natural selection)
Neo-Piagetian Theories (Fischer) Pt. 2
Mansoor Niaz has argued that Piaget's stages were merely heuristic for operationalizing his theory of equilibration
Assimilation
When new experiences fit into existing schemes Assimilation > required to benefit from experience
Equilibrium
Equilibrium exists when there is a balance between assimilation and accommodation Equilibration takes place when inadequate schemes are replaced with more advanced and mature schemes. Equilibration occurs three times during development, resulting in 4 stages of cognitive development.
Schemes
Children make sense of world through categories of related events, objects, and knowledge, called schemes . Children adapt to their environment as they develop by adding and refining their schemes. Schemes change from physical, to functional, conceptual, and abstract as the child develops.
Theory
A broad set of statements describing the relation between observed set of phenomena and the factors assumed to affect those phenomena. Ex. •Observation of Factors ------affecting phenomena phenomena
Neo-Piagetian Theories (Fischer) Pt. 3
Piaget's theory does not sufficiently explain individual differences in cognitive development. That is, the theory does not account for the fact that some individuals move from stage to stage faster than other individuals.
Dynamical Systems
The person and the environment are in continuous, reciprocal interaction
Dynamical Systems Principles
•Bidirectional •Nonlinear •Inseparable •Interlocking •Model of Change •Interactions of the species or human with the environment •This interaction is ever changing
Relativistic view of science-
•suggests that our conclusions and even the basic observations we make are colored by the scientist's own views.
4 Dimensions of Differences
•Structure versus Function -Computers, language, theory •Description versus Prediction -Control inherently reciprocal -Circular versus True Explanations •Nature versus Nurture •Continuity versus Discontinuity •How versus What and When
Principles of Dynamical Systems (Pt.2)
•Emergent Properties -Precursor behaviors are necessary but not sufficient to explain new behaviors -Does this have anything to do with how we view stages, linearity, etc?
Reciprocal Dynamic Interactions
•5 factors in Reciprocal Interaction -Genetic-Constitutional makeup -History of Interaction -Current physiological conditions -Current Environmental conditions
Cognitive Development (Piaget)
cognitive development from infant to young adult 4 universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations
Vygotsky
Different than Piaget's image of the individual constructing understanding alone Everything is social Vygotsky saw cognitive development as depending more on interactions with people & tools in the child's world. Tools are real: pens, paper, computers; Tools are symbols: language, math systems, signs
Principles of Dynamical Systems
•Multiple Determination -Contingencies and contextual determinants •Primary roles in prediction, control, and understanding behavior change •Equifinality -Similar outcomes are the result of different inteactions
Ontogenesis
The study of changes in individuals over their lifetime. •Developmental Psychologists
Vygotsky and Schools
Emphasized social learning We can often complete harder tasks with someone else than we could alone. Collaborative learning, group presentations, group work Zone of Proximal Development The teacher considers how much scaffolding to give a student to help them learn. A push for "authentic learning". Learning is tied to the context it is in.
Behavior
An action of a living thing in relation to events in the environment
Vygotsky Idea
Explained complex learning through Guided Participation. Explained things that are taught rather than discovered (reading, writing etc.) a way to "share the thinking load" Helping a novice accomplish a complex task Assistance can be physical or mental & come from adults or peers Scaffolding: where the more knowledgeable other provides some type of structure.
5 areas stimulus equivalence & human language are interrelated
equivalence has not been demonstrated unambiguously by nonhumans or by humans who are not verbally-able Learning to name stimuli may facilitate equivalence responding in young children Equivalence procedures can be used to treat language deficits in verbally-disabled individuals equivalence phenomena have been used to develop a behavior-analytic interpretation of both symbolic meaning and the generative nature of grammar equivalence procedures have been used to examine highly verbal human behaviors such as social categorization ex. Placing meaning to words " word cat" >>> "real cat" >>> "picture of a cat"
Vygotsky's Theory
Vygotsky developed the theory of the Zone of proximal development (ZPD) The distance between where a learner is at developmentally on their own & where a learner could be with the help of a more knowledgeable other. A more knowledgeable other can be an adult or a peer, helping a learner in this way is to scaffold their learning. Scaffolding occurs through the process of internalization... mediated by language and though (see youtube).
Vygotsky's Theory of Cognitive Development
•Russian psychologist • Worked in post-revolutionary Soviet Union to rebuild psychology along Marxist lines Applied psych. to problems confronting the new state, especially in the field of ed psych. • Worked to create theories of cognitive development
Fisher Argues
Fischer argues that development within each major stage recycles over the same sequence of four structurally identical levels At the first level of single sets individuals can construct skills involving only one element of the tier concerned, that is, sensorimotor sets, representational sets, or abstract sets. At the level of mappings they can construct skills involving two elements mapped onto or coordinated with each other, that is, sensorimotor mappings, representational mappings, or abstract mappings.
Parsimony
Molar
Broader aspects of science
Kurt W. Fischer
advanced a theory that integrates Piaget's notion of stages in cognitive development with notions from learning theory and skill construction 4 major stages or tiers Thinking at each of the tiers operates with a different type of representation 1. Tier of Reflexes , which structures the basic reflexes constructed during the first month of life. 2. sensorimotor tier, which operates on perceptions and actions. 3. representational tier, which operates on representations that are descriptive of reality. 4. abstract tier, which operates on abstractions integrating the representations of the second tier.
Principles of Dynamical Systems (Pt. 5)
•Coalescent Organization -Leading Parts some factors disproportionately affect the outcome. This is called a leading part or control parameters.
9 Criteria to Judge Developmental Theories
1.Accuracy 2.Clarity 3.Predictability 4.Practicality 5.Internal Consistency 6.Parsimony 7.Testability 8.Productivity 9.Self-satisfaction
Principles of Dynamical Systems (Pt.1)
•Nonlinearity and Models of Development -What theories of development take a linear approach? -It implies additivity- interactions are ignored •Transactional Model -Causal relationships are bidirectional
Concrete operations (7-11)
Learn best through hands-on discovery learning, while working with tangible objects. Reasoning processes also begin to take shape in this stage. 3 basic reasoning skills acquired identity, compensation, and reversibility. By this time, the child learns that a "person or object remains the same over time" (identity) and one action can cause changes in another. This child has an understanding of the concept of seriation - ordering objects by certain physical aspects. The child is also able to classify items by focusing on a certain aspect and grouping them accordingly
Formal Operations (11-18 or adulthood)
Think abstractly. They have developed complex thinking and hypothetical thinking skills. the ability to think ideally. The acquisition of meta-cognition (thinking about thinking) is also a defining factor of those people in formal operations
Molecular
Smaller aspects of science
Disequilibrium
-Disequilibrium exists when more accommodation is occurring than assimilation.
Guided participation
A mother sitting with her toddler singing, "Baa, baa black sheep have you any wool, yes sir, yes sir ...." at this point the mother pauses and the child sings loudly, "THREE BAGS FULL!".
Principles of Dynamical Systems (Pt. 3)
•Phase Shifts and Developmental Stages -Phase shifts (These are descriptions not causes) have 4 characteristics •It is sudden •Order is Predictable •Different from the precursor behaviors •Form is predictable for a species
Behavioral Systems Theory
A natural science approach to development that emphasizes constant, reciprocal interactions between behavior and environment
Level of Analysis of Developmental Behavior Systems
•Level 1: Basic Processes •Level 2: Patterns of Behavior •Level 3: Social Interactions •Level 4: Society and Culture
Accommodation
When schemes have to be modified as a consequence of new experiences Accommodation > for dealing with completely new data or experience.
Fisher's Theory
To explain developmental change he borrowed two classic notions from Lev Vygotsky: internalization and the zone of proximal development. Internalization refers to the processes that enable children to reconstruct and absorb the products of their observations and interactions in a way that makes them their own. The zone of proximal development is Vygotsky's idea that at any age the child's potential for understanding and problem solving is not identical to his actual understanding and problem solving ability. Potential ability is always greater than actual ability: the zone of proximal development refers to the range of possibilities that exist between the actual and the potential. Structured interaction (scaffolding) and internalization are the processes that gradually allow potential (for understanding and problem solving) to become actual (concepts and skills).
Describe the Scientific Method
1. reliance on systematic observations made under well specified conditions 2. •using special techniques for organizing and summarizing the descriptive of the observations 3. discern orderly relationships to develop hypotheses
Neo-Piagetian Theories (Fischer) Pt. 4
The very idea of universal stages of cognitive development is incorrect. Research shows that the functioning of a person at a given age may be so variable from domain to domain (such as the understanding of social, mathematical, or spatial concepts), that it is not possible to place the person in a single stage.
Neo-Piagetian Theories (Fischer) Pt. 1
Piaget's developmental stage theory proposes that people develop through various stages of cognitive development, but his theory does not sufficiently explain why development from stage to stage occurs
Characteristics of Development that are shared with other dynamical systems
1. Development involves the relationship between elements (behavior and environment) 2. The relationship is constantly changing 3. The effects are reciprocal 4. Development is a large number of factors acting simultaneously 5. There are multiple ongoing interactions that are bidirectional, multidirectional, etc 6. Development is nonlinear (Phase shifts-not stages of development but rather new patterns of behavior. Development involves multiple directions of outcomes
Piaget- Sensorimotor Stage (Birth to 2)
-child experiences world through the senses and movement. -During the latter part, child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision. -The child actions could cause another action, for example, kicking a mobile to make the mobile move. -This is an example of goal-directed behavior. -Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking.
Principles of Dynamical Systems (Pt.4)
•Coalescent Organization -Process by which factors come together to prodcue coherent patterns of beahvior. -Patterns of behavior emerge because the factors constrain all possible •What factors? -Form of the response is assembled by the task •Functional response class -Forms of the responses may have been unique and unusual they come together to form a functional response -The form cannot be predicted from any of its parts (single behaviors)
Preoperational Stage (2-7)
Not yet mastered the ability of mental operations. Does not have the ability to think through actions Egocentric, others share their points of view Collective monologues, in which each child is talking, but not interacting with the other children What about Play? Acquisition of the skill of conservation. Children understand that the amount of something remains the same even if its appearance changes
Behavior Analysis
Focusing on behavior-environment relations as the MAIN phenomena of psychology
Section 2
(2 cards)