PSYC 5123 Educational Psychology Lecture 4 PDF

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 4 February 1, 2024 Cognitive Development & Cognitive Model of Learning Topics What is cognitive development? The nature/nurture debate Piaget’s theory of cognitive development Vygotsky’s theory of cognitive development The information process...

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 4 February 1, 2024 Cognitive Development & Cognitive Model of Learning Topics What is cognitive development? The nature/nurture debate Piaget’s theory of cognitive development Vygotsky’s theory of cognitive development The information processing approach Metacognition Problem-solving Cognitive View of Learning Nature/Nurture One of the oldest debate in psychology Focusing on the relative contributions of genetic inheritance and environment factors to human development and behavior “Nature” is influenced by genetic inheritance and other biological factors. “Nurture” is considered the influence by external factors on an individual (e.g., life experiences and learning). Two questions relevant to nature/nurture debate How much weight does each contribute? How do nature and nurture interact? Behaviorist vs. Cognitive Approaches Behavior Approach Cognitive Approach Behavior as a type of knowledge. Focus on how information is internally processed and assigned meaning and how this knowledge can impact our future behaviors. Investigate the relationship between external stimuli and the behavior that occurs as a result. People simply react to external environment and are not active participants in our own learning. People are active participants in the acquisition and processing of our knowledge and learning. Knowledge is synonymous with memory, to know something is to store information and recall it when needed. The Cognitive Revolution The cognitive revolution represents a freeing from previous structures and ideas of behaviorism to cognitive psychology. By the 1950s, there was a growing interest in the mental processes that occur, such as thinking, problem solving, language, and how we store information (Snelbecker, 1983). Exploration of these cognitive processes led to cognitive revolution and the formation of the cognitive learning model. The roots of cognitive theory can be traced back to ancient philosophers (e.g., Plato & Descarts) What is cognitive development? Cognition All forms of knowing and awareness, such as perceiving, conceiving, remembering, reasoning, judging, imagining, and problem solving. APA Dictionary of Psychology The growth and maturation of thinking processes of all kinds, including perceiving, remembering, concept formation, problem solving, imagining, and reasoning. Various cognitive developmental theories exist that attempt to explain the mechanisms underlying such growth and maturation. The Information Processing Model of Memory Representing Knowledge in Memory Forms of Knowledge Types of Memories Declarative Knowledge Semantic Memory Procedural Knowledge Procedural Memory Conditional Knowledge Episodic Memory Representing Declarative Knowledge and Semantic Memories Single Events, Objects, and Pieces of Information Propositions and Propositional Networks Set of interconnected concepts and relationships in which knowledge is held Images Representations based on the appearance of physical attributes Complex Knowledge Schema (Schemata/Schemas) Abstract knowledge structure that represents understanding of object event or set of relationships Examples: Story Grammar & Scripts Propositional Network Example Developing Procedural and Conditional Knowledge Three stages of development Cognitive/Declarative Stage (“What to do”) Associative Stage (“How to do it”) Automatic Stage (“Do it”) Implications for Teaching Need for prior knowledge Need for practice and feedback Need to have experiences under different conditions due to role of context Cognitive Load Theory Learning is comprised when the demands of a task exceed the processing capacity. Novice vs. Expert Learners Metacognition “Thinking about thinking” or “learning to learn” (John Flavell) Explicit self-awareness of our cognitive processes & introspective processes A complex and multifaceted set of skills that learners use before, during and after tasks (e.g., problem solving & comprehension). Metacognition Metacognitive Knowledge: stored in long-term memory: what we know about a task and ourselves as a learner, our strategy knowledge of what we know and how to use it. Metacognitive Experience: positive or negative feelings towards a task (e.g., feeling confident, consider difficulty of a task and estimated effort) Metacognitive Skills: a deliberate application of strategies to meet goals or learning outcomes (e.g., selecting repeated retrieval to improve retention before a test). Questions: Think and Share 1) As a student, can you recall any learning experiences using metacognitive skills? If so, do you think it is important? Why? 2) If metacognition mainly involves introspective processes, how can teachers support students to learn metacognitive skills? 3) Do you have any suggestions for using the knowledge of metacognition in other aspects of our lives? Problem Solving A higher-level cognitive skills that involves identifying a problem and taking action to find a solution. For example: Problem-Based Learning https://www.sph.emory.edu/rollins-tlc/course-design/problem-based-learning/index.html Constructivism & Designing Learning Environments Constructivism View of learning that emphasizes the active role of the learner in building understanding and making sense of information Learners construct their own understanding rather than having that understanding transmitted to them by another source Different constructivist approaches to learning Piaget’s Theory of Cognitive Development Psychological Constructivism “Knowledge is not a copy of reality. To know an object, to know an event, is not simply to look at it and make a mental copy or image of it. To know an object is to act on it. To know is to modify, to transform the object, and to understand the process of this transformation, and as a consequence to understand the way the object is constructed” (Piaget, 1964). Schema Schema An internal representation of the world; Helps an individual understand the world they inhibit; Cognitive structures that represent a certain aspect of the world; Can be seen as categories which have certain pre-conceived ideas in them. Assimilation Assimilation Use an existing schema to deal with a new object or situation; Learners fits the new idea into what they know; The schema is not changed but only modified. Accommodation Accommodation Happened when the existing schema (knowledge) does not work and needs to be changed to deal with new object or situation; The schema is altered, and a new schema may be developed. Equilibration Equilibration Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds; Equilibration occurs when a child’s schemas can deal with most new information through assimilation. As a child progresses through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Jean Piaget’s Stage Theory Sensorimotor Stage (0-2 Years) Preoperational Stage (2-7 Years) https://www.youtube.com/watch?v=gnArvcWaH6I Concrete operational Stage (7-11 Years) Formal operational Stage (11 Years and older) Vygotsky’s Theory of Cognitive Development Social Constructivism “Every function in a child’s cultural development appears twice: first, on the social level and later on the individual level; first between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). Vygotsky’s Theory Sociocultural theory Learning and cognition are situated. Emphasize how other people and the attitudes, values, and beliefs of the surrounding cultural influence children’s development. Social interaction: “the more knowledgeable other” (MKO) Language and Thought Two functions of language Inner speech for mental reasoning External speech for communicating with other people Cognitive development results from an internalization of language. The language that a children once used purely for social interaction is internalized to give the child language that can be used for thought. The More Knowledgeable Other (MKO) Children’s cognitive development depends on interaction with adults, cultural norms, and their environmental circumstances. The MKO refers to anyone how has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. One of the functions of the MKO is to “scaffold” learning. The concept of scaffolding theory describes social and instructional support for learners who are developing new concepts. https://www.youtube.com/watch?v=5hWDbSx_kdo Zone of Proximal Development (ZPD) Learning occurs in ZPD. “The distance between the actual developmental 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” (Vygotsky, 1978, p.86) Zone of Proximal Development (ZPD) Summary of Key Ideas All learning is social Knowledge is always socially constructed Culture shapes our learning & cognitive development Culture ensures each new generation learns from the previous Provides lens through which we see and make sense of world What is valued in one culture may not be in another Learning is tied to the culture and situation where it was learned Challenge is important to learning Learning happens best within our ZPD A more knowledgeable other knows what will challenge us Learning leads development Learning pushes us towards more advanced cognitive development Common Elements of Constructivist Perspectives Learners construct understandings that make sense to them Student Ownership of Learning Need to Understand the Knowledge Construction Process New learning depends on current understanding Social interactions facilitate learning Meaningful learning occurs within complex learning environments Facilitating in a Constructivist Classroom Constructivists share similar goals for learning. They emphasize knowledge in use rather than the storing of inert facts, concepts, and skills. Learning goals include developing abilities to find and solve ill-structured problems, critical thinking, inquiry, self-determination, and openness to multiple perspectives (Driscoll, 2005). Student Ownership Of Learning. “While there are several interpretations of what [constructivist] theory means, most agree that it involves a dramatic change in the focus of teaching, putting the students’ own efforts to understand at the center of the educational enterprise” (Prawat, 1992, p. 357). Student ownership does not mean that the teacher abandons responsibility for instruction. Facilitating in a Constructivist Classroom Teachers can encourage meaningful learning (Windschitl, 2002): Engage students by asking them about their ideas and experiences related to the topic. Create learning situations that help students expand or reorganize their existing knowledge. Provide students with diverse resources and tools to support their learning. Make your own thinking visible to students and encourage them to do the same through discussions, writing, drawings, or other forms of expression. Foster students' reflective and independent thinking, while considering the conditions mentioned above. Use various assessment methods to understand how students' ideas are developing and provide feedback on both their thought processes and final outcomes. Final Proposal Activity What are your research questions? 1) Start with a broad topic Start with a broad topic Form your group Choose a leader for your group Brainstorm several broad topics 2) Do preliminary research to learn about topical issues 3) Narrow down your topic to a specific subject 4) Identify a problem related to your topic 5) Turn your identified problem into potential research questions 6) Evaluate and construct your research questions properly Based on your selected broad topic, create a plan to conduct your preliminary research. Develop a to-do list or assign tasks as needed. Next Class Personality and Individual Differences; Diversity and Cultural Differences in Education