communication development chapter 3

epistemology

branch of philosophy concerned with knowledge

genetic epistemology

field of inquiry that examines how knowledge is required in living things

piaget believes that cognitive development is a result of both

nature and nurture

cognitive organization

many actions of living creatures are adaptations to their environment and help creatures organize their environment

schema

a cognitive structure that helps children process, identify, organize, and store information

assimilation

cognitive process where a new stimulus is fitted into an existing schema

accommodation

cognitive process where new schema is created for information that doesn’t fit with existing schema

equilibrium

a cognitive process to maintain a balance between existing schema and the creation of new schema

sensorimotor intelligence

birth to 2 years

preoperational thought

2-7 years old - lots of hands on learning and use of routines

concrete operations

7-11 years old - development of logical processing to deal with concrete or physical problems

formal operations

11 to 15 years old - going beyond objects and events toward greater use of metacognition and the manipulation of ideas and concepts in the mind

Lev Vygotsky

soviet psychologist who focused on the relationship between cognition and language

both Vygotsky and piaget believed

a child is an active agent in acquiring knowledge

piaget independently believed that

child operates independently to construct knowledge

Vygotsky independently believed that

a child operates and is influenced by the environment to construct knowledge

private speech

when a child talks to themselves

Vygotsky argued that private speech

guides children though their actions

piaget argued that private speech

is useless

social interaction is crucial for

cognitive development

independent discovery

piagets definition for tasks learned independently

zone of proximal development

visual to represent the varying degrees of supported needed to accomplish a task

intersubjectivity

when individuals work together on a common task with different levels of understanding and manage to develop a shared understanding as the task is completed (teacher teaching a class)

scaffolding

guidance given to meet the learner’s gap in knowledge needed to complete the task ( tutor helping someone one on one)

perception

process in which a person selects, organizes, integrates, and interprets sensory stimuli

distancing

ability to use an abstract symbol or word to represent the real object (creating distance between the actual object and how its being represented)

object permanence

knowing that objects exist even if unable to see or act on them

causality

understanding that events can cause other events

means/ends

understand that there are ways (means) to attain a goal (end)

imitation

duplication of models that are heard, seen, or felt

play

child-directed activities that provide opportunities for learning

communication

conceptual development contributing to language development

sensorimotor stage 1

0 to 1 month - egocentric , no object permanence, no casuality, no means ends, no imitation, no play, communication is crying

sensorimotor stage 2

1 to 4 months - object permanence, no casuality, no means ends, pre imitation, pre play, communication is crying, cooing, and laughing

sensorimotor stage 3

4 to 8 months - object permanence, no casuality, produces goal oriented behaviors , imitation, snsory play + interacting with others, communication is babbling

sensorimotor stage 4

8 to 12 months - object permanence, externalizes causality, proof of producing intentional behaviors , imitates behaviors produced by others uses developing concepts in play, links gestures and vocalizations to convey specific messages

sensorimotor stage 5

12 to 18 months - object permanence, causality, uses experimentation to solve problems, imitation to facilitate own understanding, play reflects cognitive growth; figues out how to make toys work, produces first meaningful words

sensorimotor stage 6

18 to 24 months - fully developed concept of object permanence, causality enhanced; can represent objects and cause/effect relationships in their mind, can mentally represent a goal and plan for goal, imitation, symbolic play, imitates spontaneously and produces multiple word utterances