Chapter 8 Cognition and development Answer plans Division 1 Development of thinking Answer plan 1 Discuss Piaget’s theory of cognitive development. (8 marks + 16 marks) Answer plan 2 Discuss Vygotsky’s theory of cognitive development. (8 marks + 16 marks) Piaget’s theory Vygotsky’s theory AO1 AO1 AO1 AO1 AO1 AO1 AO1 IDA AO2 AO2 AO2 AO2 AO2 IDA IDA Key points – maturation, qualitative differences Key mechanisms – schema, assimilation, accommodation, equilbration, operations Stage 1 sensori-motor (0–2), e.g. object permanence, stage 2 pre-operational (2–7), e.g. egocentricism Stage 3 concrete (7–11), e.g. conservation, stage 4 formal (11+), e.g. abstract hypothetico-deductive reasoning Nativists claim infants can do more, e.g. Baillargeon and DeVos (1991) used carrot behind window Research support for egocentrism (three mountains) but Hughes (1975) children could cope with policeman doll Research support for conservation (e.g. with counters) but Samuel and Bryant (1984) two questions may confuse Research support for formal logic (beaker problem) but Wason and Shapiro (1971) 10% university students can Limitations, e.g. tasks unrealistic, sample-biased (middle class, Western), ignores social factors Strengths, e.g. qualitative differences supported by research Real-world application to education, e.g. readiness, value of disequilibrium, importance of self-discovery Contrast with Vygotsky, e.g. cultural vs individualist approach, but also similarities (Glassman, 1999) Work out your own plan for this question and then write your answer. Describe and evaluate applications of cognitive development theories to education. (8 marks + 16 marks) DIY Application to education AO1 AO1 AO2 AO2 AO2 AO2 AO2 AO2 IDA IDA Elementary and higher mental functions, role of culture The role of others – experts Semiotics, the role of language and stages (preintellectual speech, egocentric speech, inner speech) Zone of proximal development (ZPD) Research support for role of culture, e.g. Gredler (1992) primitive counting system in Papua New Guinea Research support for scaffolding, e.g. Wood and Middleton (1975) pyramid task and continigent regulations Research support for language, e.g. Carmichael et al. (1932), challenged by Sinclair-de-Zwart (1969) Research support for ZPD, e.g. McNaughton and Leyland (1990) mothers working with jigsaw puzzles Limitations, e.g. social influences overplayed, not conducive to research (hard to operationalise) Strengths, e.g. positive approach because suggests ways to assist learner Real-world application to education, e.g. collaborative learning, peer tutoring, scaffolding Contrast with Piaget, e.g. cultural vs individualist approach, but also similarities (Glassman, 1999) Answer plan 3 (a) Outline and evaluate Vygotsky’s theory of cognitive development. (4 marks + 8 marks) (b) Outline and evaluate how Vygotsky’s theory has been applied to education. (4 marks + 8 marks) Part (a) Vygotsky’s theory AO1 AO1 AO2 The role of culture and others – experts Zone of proximal development (ZPD) and scaffolding Research support for role of culture, e.g. Gredler (1992) primitive counting system in Papua New Guinea Research support for ZPD, e.g. McNaughton and Leyland (1990) mothers working with jigsaw puzzles Limitations, e.g. social influences overplayed, not conducive to research (hard to operationalise) Contrast with Piaget, e.g. cultural vs individualist approach, but also similarities (Glassman, 1999) AO1 AO2 AO1 AO2 AO1 IDA AO2 Part (b) Application to education AO2 AO1 AO1 AO2 AO2 AO2 AO2 AO2 IDA AO2 or IDA AO2 or IDA AO2 or IDA 84 Psychology A2: The Exam Companion AO2 Collaborative learning, shared understandings Peer tutoring creates motivation to learn as expert guides you through ZPD Research support, e.g. Gokhale (1995) better performance on critical thinking test Research support, e.g. Cohen et al. (1982) though best for tutor (Cloward, 1967) Culture bias, most appropriate in collectivist societies, e.g. Stigler and Perry (1999) compared US and Asian schools Comparison with traditional methods, Bennett (1976) found active learning less good
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