皮亚杰和维果茨基的比较研究
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Cognitive Development: A Comparative Research on Piaget’s Theory and Vygotsky’s Sociocultural Viewpoint
Content
• • • • The Process of Cognitive Development The Role of Language in Cognitive Development Change Agents in Cognitive Development Conclusion and Application
• Assimilation is the process of interpreting new experiences by incorporating them into existing schemes.
• Accommodation is the process of modifying existing schemes in order to incorporate or adapt to new experiences.
immediacy; bounded by concrete experience determined by natural memory limited to reproducing established practical situations biological factors
creation of new links through the individual’s artificial combination of stimuli (e.g. auxiliary stimuli) characterized by conscious awareness (of the processes), abstraction, and control abstract; conceptual; makes logical relations and generalizations
The Process of Cognitive Development-Piaget
Keywords explained:
• Scheme is a term used by Piaget to describe the models, or mental structures, that we create to represent ,organize, and interpret our experiences. • Cognitive Schemes: the structure of intelligence
Seeing an airplane flying prompts the child to call it a birdie
Child experiences conflict upon realizing that the new birdie has no feathers. Concludes it is not a bird and asks for the proper term or invents a name. Equilibrium restored Forms hierarchal scheme consisting of a superordinate class (flying objects) and two subordinate classes (birdies and airplanes).
2.Source of control stimulation from the environment
3. Dynamics
co-occurrence of two stimuli
4. Defining characteristics 5. Thinking and reasoning 6. Origin
The Process of Cognitive Development-Piaget
What is cognitive development?
Cognitive development is defined as thinking, problem solving, concept understanding, information processing and overall intelligence.
What is Intelligence?
– According to Piaget, it is a basic life function that enables an organism to adapt to its environment. » All intellectual activity is undertaken with one goal in mind-cognitive equilibrium » Piaget described children as constructivist
The Process of Cognitive Development--Piaget
Piagetian Concept Equilibrium Assimilation Start Accommodation Example
Toddler who has never seen anything fly but birds thinks that all flying objects are birds
The Process of Cognitive Development-Piaget
• Organization is the process by which children combine existing schemes into new and more complex intellectual structures.
higher mental functions
categorical perception, logical memory, conceptual thinking, self-regulated attention the use of both “object stimuli” and “means stimuli” by individuals to master and control their own behaviors
The Process of Cognitive Development-Vygotsky
• Vygotsky proposed that infants are born with a few elementary mental functions – attention, sensation, perception and memory – that are eventually transformed by the culture into new and more sophisticated mental processes he called higher mental functions.
Characteristics of higher mental functions
a comparison of primitive and higher mental functions
primitive functions 1. Processes
simple perception, natural memory involuntary attention
3.Dominance of external sign use (“Egocentric”)
• He believed that social interaction played a vital role in cognitive development firstly on a social level (between child and the world) and then on a individual level (Internally).
• Adaptation is an inborn tendency to adjust to the demands of the environment. The goal of adaptation is to adjust to the environment; this occurs through assimilation and accommodation.
Organization Finish
The Process of Cognitive Development-Piaget
• According to Piaget, a child’s development progresses through 4 qualitative stages and an invariant developmental sequence-universal pattern of development, which are: • • • • The Sensori-Motor Stage (Birth to 2 Years) The Pre-Operational Stage (2 to 7 Years) The Concrete-Operational Stage (7 to 11 Years) The Formal-Operational Stage (11-12 Years and Beyond)
The Process of Cognitive Development-Vygotsky
• Vygotsky felt the acquisition of knowledge was active and socially constructed rather than a passive conditioning.
babbling, crying; use of first words primarily as an emotional form of behavior children realize the important of language at about the age of 2 and feel the need for words. Speech fulfills a labeling function through which children begin to organize their world. speech is joined to practical intelligence. Many are used without grasping true meaning. (because, but) counting on one’s fingers is one example. Speech first merely accompanies children’s actions. Later it moves gradually to the beginning of the problem-solving process and precedes action. Speech is then used to synthesize events and to plan problem-solving activities.
sociohistorical development
The Process of Cognitive Development--Vygotsky
stage
1. Preintellectual 2. Intellectual: “naively” Psychological
Leabharlann Baidu
characteristics
Content
• • • • The Process of Cognitive Development The Role of Language in Cognitive Development Change Agents in Cognitive Development Conclusion and Application
• Assimilation is the process of interpreting new experiences by incorporating them into existing schemes.
• Accommodation is the process of modifying existing schemes in order to incorporate or adapt to new experiences.
immediacy; bounded by concrete experience determined by natural memory limited to reproducing established practical situations biological factors
creation of new links through the individual’s artificial combination of stimuli (e.g. auxiliary stimuli) characterized by conscious awareness (of the processes), abstraction, and control abstract; conceptual; makes logical relations and generalizations
The Process of Cognitive Development-Piaget
Keywords explained:
• Scheme is a term used by Piaget to describe the models, or mental structures, that we create to represent ,organize, and interpret our experiences. • Cognitive Schemes: the structure of intelligence
Seeing an airplane flying prompts the child to call it a birdie
Child experiences conflict upon realizing that the new birdie has no feathers. Concludes it is not a bird and asks for the proper term or invents a name. Equilibrium restored Forms hierarchal scheme consisting of a superordinate class (flying objects) and two subordinate classes (birdies and airplanes).
2.Source of control stimulation from the environment
3. Dynamics
co-occurrence of two stimuli
4. Defining characteristics 5. Thinking and reasoning 6. Origin
The Process of Cognitive Development-Piaget
What is cognitive development?
Cognitive development is defined as thinking, problem solving, concept understanding, information processing and overall intelligence.
What is Intelligence?
– According to Piaget, it is a basic life function that enables an organism to adapt to its environment. » All intellectual activity is undertaken with one goal in mind-cognitive equilibrium » Piaget described children as constructivist
The Process of Cognitive Development--Piaget
Piagetian Concept Equilibrium Assimilation Start Accommodation Example
Toddler who has never seen anything fly but birds thinks that all flying objects are birds
The Process of Cognitive Development-Piaget
• Organization is the process by which children combine existing schemes into new and more complex intellectual structures.
higher mental functions
categorical perception, logical memory, conceptual thinking, self-regulated attention the use of both “object stimuli” and “means stimuli” by individuals to master and control their own behaviors
The Process of Cognitive Development-Vygotsky
• Vygotsky proposed that infants are born with a few elementary mental functions – attention, sensation, perception and memory – that are eventually transformed by the culture into new and more sophisticated mental processes he called higher mental functions.
Characteristics of higher mental functions
a comparison of primitive and higher mental functions
primitive functions 1. Processes
simple perception, natural memory involuntary attention
3.Dominance of external sign use (“Egocentric”)
• He believed that social interaction played a vital role in cognitive development firstly on a social level (between child and the world) and then on a individual level (Internally).
• Adaptation is an inborn tendency to adjust to the demands of the environment. The goal of adaptation is to adjust to the environment; this occurs through assimilation and accommodation.
Organization Finish
The Process of Cognitive Development-Piaget
• According to Piaget, a child’s development progresses through 4 qualitative stages and an invariant developmental sequence-universal pattern of development, which are: • • • • The Sensori-Motor Stage (Birth to 2 Years) The Pre-Operational Stage (2 to 7 Years) The Concrete-Operational Stage (7 to 11 Years) The Formal-Operational Stage (11-12 Years and Beyond)
The Process of Cognitive Development-Vygotsky
• Vygotsky felt the acquisition of knowledge was active and socially constructed rather than a passive conditioning.
babbling, crying; use of first words primarily as an emotional form of behavior children realize the important of language at about the age of 2 and feel the need for words. Speech fulfills a labeling function through which children begin to organize their world. speech is joined to practical intelligence. Many are used without grasping true meaning. (because, but) counting on one’s fingers is one example. Speech first merely accompanies children’s actions. Later it moves gradually to the beginning of the problem-solving process and precedes action. Speech is then used to synthesize events and to plan problem-solving activities.
sociohistorical development
The Process of Cognitive Development--Vygotsky
stage
1. Preintellectual 2. Intellectual: “naively” Psychological
Leabharlann Baidu
characteristics