Post on 01-Jan-2016
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Study Guide Questions
Describe neurological maturation and the plasticity viewpoints.
Does thought precede language (Piaget) or do they interact (Vygotsky)? State your position and provide a rationale with examples.
What are the contributions of object permanence, causality, means-end, imitation, and play to language development?
Cognitive Development
Brain MaturationBrain Maturation Changes occur in neurons:
• Myelination
• Chemicals associated with neurotransmitters,
• Size and density of neurons
• Pathway organization
• Connections between regions of the brain
Brain weight increases Completed by about 12 years
Early in development we massively over-
produce cells and neurons Then lots of cells and neurons die
• What cells are cut back depends on experience and competition
Born with a very malleable protomap• Early prenatal – primarily intrinsic cues that signal
cascades of connections; but extrinsic influences include diet, toxins, hormones
• Late prenatal through early childhood – primarily extrinsic cues that influence activity of cortical neurons in shaping connectivity and organizational detail within areas
Functional Magnetic Resonance Imaging (fMRI)
Neural activity and changes in blood flow and blood oxygenation are closely related
Active nerve cells consume oxygen Oxygen is carried by hemoglobin in red blood
cells Hemoglobin has different magnetic properties
when it is oxygenated than when it is deoxygenated
Differences in the magnetic resonance signals can be detected
Individual Variation
Maturational Changes in Localization
Maturational Changes in Localization
Lateralization & Specialization: The Plasticity Viewpoint
1. Plasticity• Progressive and capable of change
• Brain development is dynamic or changing
• Changes require interaction with the environment• Internal/intrinsic factors (e.g., genes, structure of neurons)
• External/extrinsic factors (e.g., exposure to auditory stimuli)
• Early brain damage can result in shifts of function to other areas of the brain
Intrinsic Cues:
• Proximal cell to cell interactions• Molecular signals by one set of cells affect others
in the region
• Distal cell to cell interactions• Signal guidance cells float through the brain
sampling environments that then attract or repel axons
Extrinsic Cues• Input from the outside world affects how the
brain develops
• Depends on competition and cell death
Models of Cognition-Language RelationshipPiagetian Vygotskian
Language
Thought
Language
Thought
Language is based on and determined by thought
Thought initially precedes language but is later influenced by language
Piaget’s Theory of Cognitive Development
Sensorimotor stage (0-2) Preoperational stage (2-7) Concrete operations stage (7-11) Formal operations stage (>12)
Domains of Sensorimotor Development
Problem-solving (means–ends) Object permanence Spatial relationships Causality Vocal imitation Gestural imitation Play
Stages of Sensorimotor Development
Use of reflexes (0-1 mo.) Primary circular reactions (1-4 mo.) Secondary circular reactions (4-8 mo.) Coordination of secondary circular
reactions (8-12 mo.) Tertiary circular reactions (12-18 mo.) Representational thought (18-24 mo.)
Adaption & Organization
Cognitive development is the result of: Quest for equilibrium Adaption:
• Assimilation
• Accomodation
Organization
Schemes are the building blocks
Vygotsky’s Theory of Cognitive Development
Internalization1. Cognitive processes are based in social
interactions & gradually internalized2. Regulation-capable person controls & guides3. Shared problem-solving: child leads with adult
feedback4. Self-regulation with adult support5. Inner speech
Vygotsky’s Theory of Cognitive Development
Zone of Proximal Development “the distance between the actual development level
as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers” (p. 86, Vygotsky, 1978)
Potential Performance
Actual Performance
ImminentNot responsive
Zone of Proximal Development The interactive process between a child and others
represents the dynamic edge of development Difference between performance with least
supportive vs. most supportive cues defines the ZPD
• Small zpd = improvement imminent
• Mid zpd = responsive to treatment
• Large zpd/no response to cue = not responsive to treatment
Vygotsky’s Theory of Cognitive Development
Role of Language Serves 2 functions: communication & establishing
and maintaining interaction Mediates between social and cognitive processes. Organizes interaction-discourse. Egocentric speech: speech that serves to organize
behavior (talking to self) (3-5 year olds). Inner speech: egocentric speech becomes
internalized and serves to organize behavior (7 years and older).