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Arden T. Miller, Ph.D

Psychology of Education

6. Cognitive Development

 

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Objectives in Pdf

Lecture Slides in PDF

ZIP File with all unit lectures (from MSU) (O1 test)

Reading: Chapter 2 (pp. 26-50)

1. Describe Jean Piaget's constructivist approach to learning and motivation. Discuss organization, adaption, differentiation, equilibration, assimilation, and accommodation as processes and key terms in the acquisition of schemes.*

2. Describe the theoretical character of Piaget's cognitive developmental stages; e.g., hierarchical integrations, invariant sequence, variations in speed, qualitative change, and universiality.

3. Characterize the qualitative nature of thinking in the sensorimotor stage, including the schemes and landmarks that signify departure from that stage to the next stage.

4. Characterize the qualitative nature of thinking in the preoperational stage, describing the schemes and characteristics of schemes that must be mastered to move to concrete operations.

5. Characterize the qualitative nature of thinking in the concrete operational stage, describing the schemes and characteristics of schemes that must be mastered to move to formal operations.

6. Evaluate the major criticisms of Piaget's Theory.

7. Discuss the implications of Piaget's theory for teachers and the design of education.

8. Explain what Vygotsky's Sociocultural Theory implies regarding the stimulation of cognitive development through internalization of social discourse and culture.

9. Consider how you identify the zone of proximal development and use it to select optimum challenge in children’s activities (covered with last objective).

10. Compare and contrast Vygotsky and Piaget with regards to what develops and the role of language, culture, self-talk (private speech), rote learning, difficulty, and expertise in social dialogue.

11. Outline the contributions and weaknesses of Vygotsky’s Sociocultural Theory.