Chapter 2 Cognition and Linguistic

Educational Psychology
Developing Learners
Eighth Edition
Jeanne Ormrod
2014, 2011, 2008, 2006, 2003

Pearson Education, Inc. All rights reserved.
Chapter 2
Cognitive and Linguistic
Development
Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.
2-2
General Principles of Human

Development
Ormrod
2-3
Defining Development
Development = changes occurring

throughout the lifespan
orderly
adaptive
Physical, cognitive, social

Maturation = genetically
programmed aspects of
development
Ormrod
2-4
General Principles
Development is orderly and

predictable.
Children develop at different rates.
Development occurs in spurts and
plateaus.
Heredity and environment interact.
ecological systems perspective:

Bronfenbrenners theory
Ormrod
2-5
Bronfenbrenners Theory
Layers of environment that

affect development
family
neighborhood/community
state/province and country
Influence of culture in all layers

Dynamic interaction between and
among layers
Ormrod
2-6
The Brain
Ormrod
2-7
Neurons
Communicate across synapses
release of neurotransmitters
Grouped for specialized function
Ormrod
2-8
The Brain and Learning
Learning involves changes in neurons

and synapses.
Changes in the brain enable
development of thought processes.
synaptogenesis & pruning

myelination
Many parts of the brain work in

harmony.
The brain is adaptable throughout life.
Ormrod
2-9
Piagets Theory
Ormrod
2-10
Jean Piaget
Swiss psychologist, background in

biology
Noticed age-related similarities in
problem-solving strengths/deficits
clinical method of interviewing
Ormrod
2-11
Basic Assumptions
Children are active, motivated learners.

Children construct knowledge from
experience.
Children learn through assimilation and
accommodation.
Interaction with physical and social
environments is essential.
Equilibration promotes progression toward
increasingly complex thought.
Children think in qualitatively different ways
at different ages.
Ormrod
2-12
Assimilation &
Accommodation
Assimilation
dealing with a new object or event in a

way consistent with a currently existing
scheme
Accommodation
schemes must be adjusted when new

information doesnt fit
Ormrod
2-13
Equilibration
Movement from equilibrium

(balance) to disequilibrium and
back
Promotes development of more
complex thought and
understanding
desire for balance forces students to

construct new schemes or
accommodate existing schemes
Ormrod
2-14
Stages of Cognitive
Development
Piaget proposed that children move

through four stages.
Periods of time are consistent in age
and developmental sequence.
Age ranges are averages.

Some children are in transition from one stage
to the next.
Ormrod
2-15
Sensorimotor Stage
Begins with reflexes & sensorimotor

schemes.
Goal-directed behavior emerges.
Object permanence emerges.
Symbolic thought emerges.
transition to new stage
Age birth through age 2
Ormrod
2-16
Preoperational Stage
Symbolic representation
Limited mental manipulation (operations)
egocentrism
failure to conserve
Age 2 to about age 6 or 7
Ormrod
2-17
Concrete Operational
Stage
Some mental manipulation &
logical thought
can conserve
can learn classification, seriation
can reverse operations
allows for the teaching of mathematics
Difficulty with abstract and

counterfactual ideas
Age 6-7 years until 11-12 years
Ormrod
2-18
Formal Operational Stage
Abstract & scientific reasoning

Hypothetical ideas
Contrary-to-fact ideas
Adolescents also become more
idealistic
formal operational egocentrism
Ormrod
2-19
Current Perspectives
Research supports sequence.

Research does not support ages.
Knowledge, experience, and culture
affect reasoning abilities.
Cognitive development may not be
universally stage-like.
Ormrod
2-20
Contemporary Extensions
Neo-Piagetian theories
Clinical method as assessment tool

Hands-on experiences
role of working memory

specific content domains
combined with instruction
Sociocognitive conflict
Ormrod
2-21
Vygotskys Theory:
Sociocultural Perspective
Ormrod
2-22
Key Ideas
Adults convey cultural interpretations through informal

interactions & formal schooling.
Every culture passes along physical and cognitive tools.

Thought & language become interdependent.
Internalization
Children appropriate cultures tools to meet their needs.

Children can perform more challenging tasks when assisted.
Challenging tasks promote cognitive growth.
self-talk becomes inner speech
Complex mental processes begin as social activities & evolve

into mental activities.
mediation
zone of proximal development
Play allows children to stretch themselves cognitively.
Ormrod
2-23
Zone of Proximal Development
The experience of a learner who works

successfully with the support of another and
extends his/her knowledge in the process
Ormrod
2-24
Extensions and Applications
Social construction of meaning
mediated learning experience
Scaffolding
Guided participation in adult
activities
Apprenticeships
Dynamic assessment
Ormrod
2-25
Contrasting Piaget and

Vygotsky
Similarities
Age and experience matter

Challenging activities important
Cognitive readiness is child specific
Differences
Self-exploration/discovery vs. guided

exploration and instruction
Influence of culture
Role of language
Ormrod
2-26
Language Development
Ormrod
2-27
Theoretical Issues
Children use what they hear to

construct their own understanding
of language.
Humans are born with
predispositions to learn language.
language acquisition device?

sensitive periods
Ormrod
2-28
Trends During the School

Years
Vocabulary increases
Syntax becomes more sophisticated
learned via formal instruction
New definition of listening
inferring meaning from context

often imprecise
emphasis on comprehension
Refined understanding of pragmatics

Increase in metalinguistic awareness
Ormrod
2-29
Learning a Second
Language
Early exposure may be important.
especially if languages are different

facilitates academic achievement
Benefits of bilingualism
greater phonological awareness

higher scores on tests of intelligence
and creativity
helps to close cultural gap
opportunities for more social interaction
Ormrod
2-30
Teaching a Second
Language
Immersion
second language used almost

exclusively in the classroom
Bilingual education
intensive instruction in second

language
academic subjects taught in native
language
Ormrod
2-31
The Big Picture
Ormrod
2-32
The Big Picture
Development is guided by both

heredity and environment.
Children actively construct
knowledge.
With age, children become capable
of increasingly complex thought.
Language provides a foundation for
cognitive advancements.
Challenging situations and tasks
promote development.
Ormrod
2-33

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Educational Psychology

2014, 2011, 2008, 2006, 2003

General Principles of Human

Development = changes occurring

Physical, cognitive, social

Development is orderly and

ecological systems perspective:

Layers of environment that

Influence of culture in all layers

Communicate across synapses

Grouped for specialized function

The Brain and Learning

Learning involves changes in neurons

synaptogenesis & pruning

Many parts of the brain work in

Swiss psychologist, background in

clinical method of interviewing

Children are active, motivated learners.

dealing with a new object or event in a

schemes must be adjusted when new

Movement from equilibrium

desire for balance forces students to

Piaget proposed that children move

Age ranges are averages.

Begins with reflexes & sensorimotor

transition to new stage

Age birth through age 2

Age 2 to about age 6 or 7

allows for the teaching of mathematics

Difficulty with abstract and

Formal Operational Stage

Abstract & scientific reasoning

formal operational egocentrism

Research supports sequence.

Clinical method as assessment tool

role of working memory

combined with instruction

Adults convey cultural interpretations through informal

Every culture passes along physical and cognitive tools.

Children appropriate cultures tools to meet their needs.

self-talk becomes inner speech

Complex mental processes begin as social activities & evolve

zone of proximal development

Play allows children to stretch themselves cognitively.

Zone of Proximal Development

The experience of a learner who works

Extensions and Applications

Social construction of meaning

mediated learning experience

Contrasting Piaget and

Age and experience matter

Self-exploration/discovery vs. guided

Children use what they hear to

language acquisition device?

Trends During the School

Syntax becomes more sophisticated

learned via formal instruction

New definition of listening

inferring meaning from context

Refined understanding of pragmatics

Early exposure may be important.

especially if languages are different

greater phonological awareness