Cognitive Changes in the Lifespan

COGNITIVE COGNITIVE CHANGES IN THE CHANGES IN THE LIFESPANLIFESPAN

PIAGET. VYOTSKY. PIAGET. VYOTSKY. By Karyn Krawford By Karyn Krawford

03/1103/11

OverviewOverview Piaget’s theory of cognitive developmentPiaget’s theory of cognitive development 4 stages of cognitive development4 stages of cognitive development Problems with Piaget’s theoryProblems with Piaget’s theory Beyond PiagetBeyond Piaget Post formal thoughtPost formal thought Vygotsky’s sociocultural modelVygotsky’s sociocultural model The effect of aging on cognitive abilitiesThe effect of aging on cognitive abilities Language development – key theoriesLanguage development – key theories Sociocultural studiesSociocultural studies Learning – classical & operant conditioning Learning – classical & operant conditioning + observational learning+ observational learning

IntroductionIntroduction Cognitive development is that of knowing Cognitive development is that of knowing and associated activities of learning and and associated activities of learning and problem solving.problem solving.

Key theorists – Piaget & Vygotsky in Key theorists – Piaget & Vygotsky in cognitive and language development.cognitive and language development.

Piaget main notion – cognitive Piaget main notion – cognitive development goes through series of development goes through series of predictable stagespredictable stages

Vygotsky main notion – cognitive growth Vygotsky main notion – cognitive growth occurs in sociocultural context, evolving occurs in sociocultural context, evolving out of child’s social interaction.out of child’s social interaction.

Piaget’s theory of cognitive Piaget’s theory of cognitive developmentdevelopment

Considered one of the most influential Considered one of the most influential researchers in the area of developmental researchers in the area of developmental Psychology. Specialising in Child Psychology. Specialising in Child development, Piaget was born in development, Piaget was born in Switzerland, with much of his work Switzerland, with much of his work empirically based, he was influenced by empirically based, he was influenced by his training as a Biologist and his training as a Biologist and considered himself a ‘genetic considered himself a ‘genetic epistemologist’, the philosophical epistemologist’, the philosophical investigation of human knowledge (Huitt investigation of human knowledge (Huitt & Hummel, 2003). & Hummel, 2003).

““The core insight throughout Piaget’s work is that we The core insight throughout Piaget’s work is that we cannot understand what knowledge is unless we cannot understand what knowledge is unless we understand how it is acquired” understand how it is acquired” (Campbell, 2006, (Campbell, 2006, pg. 6).pg. 6).

Piaget cont. 4 stages Piaget cont. 4 stages of cognitive of cognitive developmentdevelopment

1.1. Sensorimotor – birth to roughly 2 Sensorimotor – birth to roughly 2 yearsyears

2.2. Preoperational – roughly 2-7 yearsPreoperational – roughly 2-7 years3.3. Concrete operations – roughly 7-11yrsConcrete operations – roughly 7-11yrs4.4. Formal operations – roughly 11yrs +Formal operations – roughly 11yrs +

Stages needed to be completed in the same sequence Stages needed to be completed in the same sequence for all individuals. As progressing through each for all individuals. As progressing through each stage of development, thinking changes in qualitative stage of development, thinking changes in qualitative manner. Each stage has sub-stages, explaining more manner. Each stage has sub-stages, explaining more detail of tasks and outcomes of each of Piaget’s detail of tasks and outcomes of each of Piaget’s cognitive development stages.cognitive development stages.

Sensorimotor stage of cognitive Sensorimotor stage of cognitive development (deliberate behaviour)development (deliberate behaviour)

Occurs between birth & 2yrs approx. Has a number of Occurs between birth & 2yrs approx. Has a number of aspects or outcomes to it;aspects or outcomes to it;

Exercising reflexes Exercising reflexes (0-1 mnth approx): Newborns respond (0-1 mnth approx): Newborns respond reflexively to many stimuli; as they use their reflexes, reflexively to many stimuli; as they use their reflexes, also refine them, becoming more coordinatedalso refine them, becoming more coordinated

Learning to adapt: Learning to adapt: primary circular reactions primary circular reactions (1-4mnths approx): (1-4mnths approx): infant accidentally creates a pleasing event involving infant accidentally creates a pleasing event involving their own body and tries to re-create the event eg. Sucking their own body and tries to re-create the event eg. Sucking thumb; therefore reflexes become modified by experiencethumb; therefore reflexes become modified by experience

Making interesting events: Making interesting events: secondary circular reactions secondary circular reactions (4-8mnths (4-8mnths approx): infant begins to show more interest in the world; approx): infant begins to show more interest in the world; eg. Infant shakes a toy accidentally and it makes a noise, eg. Infant shakes a toy accidentally and it makes a noise, infant then grabs the toy and shakes it to make noise again infant then grabs the toy and shakes it to make noise again and expresses pleasure when noise is madeand expresses pleasure when noise is made

Behaving intentionally: Behaving intentionally: separating means from ends (8-12mnths separating means from ends (8-12mnths approx): onset of deliberate, intentional behaviour e.g. approx): onset of deliberate, intentional behaviour e.g. father places hand over a toy, infant attempts to move the father places hand over a toy, infant attempts to move the hand in effort to play with toy – the means is moving the hand in effort to play with toy – the means is moving the hand to end of playing with the toy; this is the 1hand to end of playing with the toy; this is the 1stst sold sold evidence of deliberate behaviour during infancyevidence of deliberate behaviour during infancy

Sensorimotor stage - continuedSensorimotor stage - continued Experimenting (12-18mnths approx): Experimenting (12-18mnths approx): Tertiary circular Tertiary circular

reaction reaction involves infant repeating behaviours with involves infant repeating behaviours with novel objects as if trying to understand why novel objects as if trying to understand why different objections yield different outcomes; different objections yield different outcomes; behaviours are repeated purely to see outcome behaviours are repeated purely to see outcome eg. Infant may shake a number of different eg. Infant may shake a number of different objects trying to discover which ones produce objects trying to discover which ones produce sound and which don’tsound and which don’t

Using symbols Using symbols (18-24mnths approx): words and (18-24mnths approx): words and gestures are symbols standing for something gestures are symbols standing for something else eg. Waving and saying ‘bye, bye’ are both else eg. Waving and saying ‘bye, bye’ are both ways to indicate you are leaving; imitative ways to indicate you are leaving; imitative play begins eg. Infant waves hand in front of play begins eg. Infant waves hand in front of mouth backwards and forwards to imitate mouth backwards and forwards to imitate cleaning teeth; they can begin to understand cleaning teeth; they can begin to understand consequences of doing something eg. Closing a consequences of doing something eg. Closing a door that may knock over stack of blocksdoor that may knock over stack of blocks

Preoperational ThinkingPreoperational ThinkingCharacteristic of this stage of CD are;Characteristic of this stage of CD are; Egocentrism ie. Difficulty in seeing the world from a Egocentrism ie. Difficulty in seeing the world from a viewpoint other than one’s own. Eg. Behaviours such viewpoint other than one’s own. Eg. Behaviours such as nodding on phone and expecting other person to see as nodding on phone and expecting other person to see that.that.

Lack of conservation also known as irreversibility. Lack of conservation also known as irreversibility. Identified by thinking processes we usually use. If Identified by thinking processes we usually use. If we think about adding 5 + 3 = 8, we can then reverse we think about adding 5 + 3 = 8, we can then reverse process by thinking if we had 8 and took away 3 = back process by thinking if we had 8 and took away 3 = back to 5. Preoperational children do not think in to 5. Preoperational children do not think in reverse.reverse.

Famous experiment – fluid in different shaped beakers. Famous experiment – fluid in different shaped beakers. Child asked if 2 beakers the same shape have the same Child asked if 2 beakers the same shape have the same amount of fluid in them. Preoperational children amount of fluid in them. Preoperational children know this is correct, however once fluid from 1 beaker know this is correct, however once fluid from 1 beaker is placed into a taller thinner beaker and child asked is placed into a taller thinner beaker and child asked if same amount of fluid is in both the original and if same amount of fluid is in both the original and the taller beaker, they say no. This is because they the taller beaker, they say no. This is because they cannot reverse the process.cannot reverse the process.

Preoperational ChildrenPreoperational Children See appearance as reality. Example is child See appearance as reality. Example is child who gets scared when friend dresses up in who gets scared when friend dresses up in scary masks. Whilst children in later stages scary masks. Whilst children in later stages can still distinguish between friend and can still distinguish between friend and mask, preoperational cannot.mask, preoperational cannot.

Reasoning – these children use transdeductive Reasoning – these children use transdeductive reasoning ie. Combing unrelated facts often reasoning ie. Combing unrelated facts often leading to faulty cause-effect conclusions leading to faulty cause-effect conclusions simply because 2 events occur close together. simply because 2 events occur close together. Example; when children believe parents are Example; when children believe parents are fighting or divorcing because they have fighting or divorcing because they have misbehaved. And if the child has had a misbehaved. And if the child has had a damaging thought towards another person and damaging thought towards another person and other person has an accident, the child may other person has an accident, the child may think they caused that to occur.think they caused that to occur.

Concrete OperationsConcrete Operations Next stage of development influenced by widening Next stage of development influenced by widening world experience of child. As friends, teachers, world experience of child. As friends, teachers, social contacts etc. express their versions of social contacts etc. express their versions of reality, child responds by opening up their reality, child responds by opening up their thinking and creating new schemes about the world. thinking and creating new schemes about the world. This leads to decrease in both egocentrism and This leads to decrease in both egocentrism and appearances being mistaken for reality.appearances being mistaken for reality.

Reverse thinking now occurs through mental Reverse thinking now occurs through mental operations. Generally children in this stage can operations. Generally children in this stage can identify the fluid being changed from 1 beaker to a identify the fluid being changed from 1 beaker to a taller and thinner beaker as being the same in taller and thinner beaker as being the same in volume, as they can reverse their thinking to volume, as they can reverse their thinking to incorporate the idea of the fluid being poured from incorporate the idea of the fluid being poured from taller, thinner beaker back into original beaker.taller, thinner beaker back into original beaker.

Main difference between this stage of thinking and Main difference between this stage of thinking and next is concrete rather than abstract nature of it. next is concrete rather than abstract nature of it. Concrete operations are mental operation on Concrete operations are mental operation on objects whilst formal operation are mental objects whilst formal operation are mental operation on ideasoperation on ideas

Formal OperationsFormal Operations From approx. 11yrs + children move into From approx. 11yrs + children move into formal operations stage. Children can not formal operations stage. Children can not only attend to the concrete and the real but only attend to the concrete and the real but can also think and reason in an abstract can also think and reason in an abstract way.way.

Another aspect of this stage is use of Another aspect of this stage is use of deductive reasoning ie. ‘the ability to make deductive reasoning ie. ‘the ability to make appropriate conclusions from facts’. appropriate conclusions from facts’. Problem solving now begins to be more Problem solving now begins to be more systematic and scientific than previous systematic and scientific than previous trial and error approach of concrete trial and error approach of concrete operations. Use of hypothesis begins. This operations. Use of hypothesis begins. This leads to thinking through possible leads to thinking through possible explanations for certain events rather than explanations for certain events rather than testing for outcomes.testing for outcomes.

Whilst in Piaget’s theory most people Whilst in Piaget’s theory most people reach this stage by 12 or 13, people reach this stage by 12 or 13, people often do not progress to this stage of often do not progress to this stage of cognitive development. Additionally, at cognitive development. Additionally, at different stages in life or with certain different stages in life or with certain issues, most people revert to a more issues, most people revert to a more egocentric and less rational way of egocentric and less rational way of thinking.thinking.

Activity:Activity:Consider when you or others engage in Consider when you or others engage in concrete thinking. What impact does it concrete thinking. What impact does it have? What advantages are there to have? What advantages are there to develop our thinking beyond this level of develop our thinking beyond this level of concrete operations to formal operations?concrete operations to formal operations?

Possible problems with Piaget’s Possible problems with Piaget’s theorytheory

One main criticism of theory is there may well One main criticism of theory is there may well be a thinking stage beyond formal operations. be a thinking stage beyond formal operations. In other words, we do not peak at 12 or 13 In other words, we do not peak at 12 or 13 in the development of our thinking, in the development of our thinking, reasoning, logic or other cognitive skills. reasoning, logic or other cognitive skills.

In fact Klaczynski (2000, 2001: Sigelmen & In fact Klaczynski (2000, 2001: Sigelmen & Rider, 2006) suggest 2 forms of reasoning ie. Rider, 2006) suggest 2 forms of reasoning ie. Intuitive and scientific, seem to coexist Intuitive and scientific, seem to coexist rather than Piagetian notion that scientific rather than Piagetian notion that scientific replaces intuitive. If you think about the replaces intuitive. If you think about the professions relating to people such as professions relating to people such as counselling, HR Management, Consulting etc. counselling, HR Management, Consulting etc. an intuitive component is essential as humans an intuitive component is essential as humans do not respond according to a scientific set do not respond according to a scientific set of rules.of rules.

Cont.Cont.Another suggestion is Piaget Another suggestion is Piaget underestimated young minds due to the underestimated young minds due to the types of activities he used to asses types of activities he used to asses them. ‘When researchers use more them. ‘When researchers use more familiar problems…hidden familiar problems…hidden competencies….are sometimes competencies….are sometimes revealed’. Measuring performance in revealed’. Measuring performance in a particular test is not the same as a particular test is not the same as the person having competence – even the person having competence – even if they can perform on the test. For if they can perform on the test. For competence to be evident, it has to competence to be evident, it has to be stable over time and repeatable.be stable over time and repeatable.

Cont.Cont.If Piaget is correct, then individuals develop a If Piaget is correct, then individuals develop a coherent thinking pattern. This pattern is then coherent thinking pattern. This pattern is then used in all situations. The truth is more likely used in all situations. The truth is more likely to be that our thinking does not develop to be that our thinking does not develop coherently but develops in some areas and styles coherently but develops in some areas and styles whilst not developing in others. This stopping whilst not developing in others. This stopping and starting process of development leads to and starting process of development leads to idiosyncratic patterns of thinking rather than idiosyncratic patterns of thinking rather than easily predicted thinking styles base d on age.easily predicted thinking styles base d on age.

Think about the difference between children raised Think about the difference between children raised in rural areas compared to high density living. in rural areas compared to high density living. If in each others environment, it may seem the If in each others environment, it may seem the thinking is less advanced than when in their own thinking is less advanced than when in their own environment ie. Rural children may think urban environment ie. Rural children may think urban children are ignorant of nature and urban children are ignorant of nature and urban children think rural children are not very street children think rural children are not very street smart. This is due to lack of familiarity with smart. This is due to lack of familiarity with tasks and general knowledge gained through tasks and general knowledge gained through specific and different life experience.specific and different life experience.

Beyond Piaget…Beyond Piaget… Two significant criticisms of Piaget’s Two significant criticisms of Piaget’s

theory have lead to further research:theory have lead to further research:1.1. The notion of formal thought as the The notion of formal thought as the

last stage of cognitive development last stage of cognitive development led to research into post-formal led to research into post-formal thoughtthought

2.2. The lack of consideration for the The lack of consideration for the social impact on cognitive development social impact on cognitive development led to adoption of Vygotsky’s led to adoption of Vygotsky’s sociocultural model.sociocultural model.

Post-formal thoughtPost-formal thoughtAs individuals develop their thinking skills As individuals develop their thinking skills beyond the formal operations obtained for beyond the formal operations obtained for most people in adolescence, a new type of most people in adolescence, a new type of thinking emerges. Rather than relying on thinking emerges. Rather than relying on absolutes in thinking, the result of over-absolutes in thinking, the result of over-reliance on logic, adults develop reliance on logic, adults develop relativistic thinking ie. The notion that relativistic thinking ie. The notion that ‘knowledge depends on the subjective ‘knowledge depends on the subjective perspective of the knower’. This varies perspective of the knower’. This varies from the absolute ‘knowing’ that from the absolute ‘knowing’ that characterises the formal operations thinking characterises the formal operations thinking of the absolutist.of the absolutist.

Many brain teasers use this type of thinking Many brain teasers use this type of thinking to stretch the thinker. So too do many to stretch the thinker. So too do many moral and ethical dilemmas.moral and ethical dilemmas.

ActivityActivity Consider this scenario and answer with Consider this scenario and answer with

formal and post-formal thought:formal and post-formal thought: A couple are raising their family and 1 A couple are raising their family and 1

partner is often travelling as part of the partner is often travelling as part of the job. At an interstate conference, the job. At an interstate conference, the partner engaged in a brief fling with partner engaged in a brief fling with another conference attendee;another conference attendee;

1.1. Should this person tell their partner what Should this person tell their partner what happened?happened?

2.2. Would your answer vary if you knew the other Would your answer vary if you knew the other partner would not find out about the fling?partner would not find out about the fling?

3.3. Would your answer vary if you knew the other Would your answer vary if you knew the other partner would be so distressed they may hurt partner would be so distressed they may hurt themselves on finding out?themselves on finding out?

Vygotsky’s sociocultural Vygotsky’s sociocultural modelmodel

Main notion is cognitive development Main notion is cognitive development occurs in a sociocultural context and occurs in a sociocultural context and evolves out of child’s social interactionevolves out of child’s social interaction

Vygotsky is more concerned with social Vygotsky is more concerned with social interactions whilst Piaget is more interactions whilst Piaget is more concerned with individual’s internal concerned with individual’s internal interactionsinteractions

Scaffolding and zone of proximal Scaffolding and zone of proximal development are key concepts in development are key concepts in Vygotsky’s work. Scaffolding refers to Vygotsky’s work. Scaffolding refers to the structure of a child’s learning the structure of a child’s learning experience by an adult or older sibling. experience by an adult or older sibling. Scaffolding needs to be appropriate for Scaffolding needs to be appropriate for age and development of individual child age and development of individual child ie. Child’s zone of proximal developmentie. Child’s zone of proximal development

ActivityActivityConsider how you would teach a child of Consider how you would teach a child of 10 months to use eating utensils such 10 months to use eating utensils such as a spoon….as a spoon….

Now compare that to how you would teach Now compare that to how you would teach a 2 year old.a 2 year old.

And now image teaching a 5 year oldAnd now image teaching a 5 year oldThe differences in approach are the The differences in approach are the specific scaffolds we need to set up specific scaffolds we need to set up to reach the differently-aged to reach the differently-aged children’s zone of proximal children’s zone of proximal developmentdevelopment

The effect of aging on The effect of aging on cognitive abilitiescognitive abilitiesWhilst Whilst stereotypes may stereotypes may include older include older people losing people losing their memory and their memory and getting dementia, getting dementia, the truth is that the truth is that the effects of the effects of aging on memory aging on memory are more complex are more complex than that. Wiles than that. Wiles and Wilesand Wiles(2003) summarise (2003) summarise the changes in the changes in the following the following table.table.

• Source: Source: Wiles, J. Wiles, J. and Wiles, J. and Wiles, J. (2003) (2003) The Memory The Memory BookBook. Sydney: ABC . Sydney: ABC Books, pp82-83.Books, pp82-83.

Mostly endure with Mostly endure with ageage

Can worsen with ageCan worsen with age

* Knowledge about * Knowledge about people and things people and things (semantic(semanticmemory)memory)•Remembering the Remembering the gist of long-ago gist of long-ago eventsevents•A strong sense of A strong sense of self and emotional self and emotional maturity Learning maturity Learning and using reminder and using reminder strategies strategies Remembering well Remembering well if more time taken if more time taken Remembering if cue Remembering if cue givengiven•Skills already Skills already learned (existing learned (existing proceduralprocedural•memory)memory)•Using implicit Using implicit memory, especially memory, especially primingpriming

* Tip of tongue * Tip of tongue occurrencesoccurrences* Remembering with * Remembering with no prompts (self-no prompts (self-initiatedinitiatedrecall)recall)•Future intentions Future intentions if no reminder cuesif no reminder cues•Juggling more than Juggling more than one thing at a timeone thing at a time•Remembering under Remembering under time pressuretime pressure•The source of The source of information information (episodic memory)(episodic memory)•Stopping the wrong Stopping the wrong word from slipping word from slipping outout•Learning new Learning new physical skills (new physical skills (new proceduralprocedural•memory)memory)

Aspects of Memory

Ageing & Cognitive DevelopmentAgeing & Cognitive Development Most of these points are clear. However a couple Most of these points are clear. However a couple need further clarification.need further clarification.

Implicit memory is the memory which we are not Implicit memory is the memory which we are not conscious of. Priming ie. the influence of recent conscious of. Priming ie. the influence of recent events on memory is also something we are not events on memory is also something we are not conscious of generally. The example Wiles and conscious of generally. The example Wiles and Wiles use to explain this phenomenon is that of a Wiles use to explain this phenomenon is that of a person asking his wife who they are going to visit person asking his wife who they are going to visit and then he repeats their names until he reaches and then he repeats their names until he reaches their place. That way he is using his implicit their place. That way he is using his implicit memory and especially priming to retain the names memory and especially priming to retain the names of the people he is visiting (Wiles & Wiles, 2003, of the people he is visiting (Wiles & Wiles, 2003, p85).p85).

Tip of the tongue phenomenon is that feeling that Tip of the tongue phenomenon is that feeling that we know the word and it is on the tip of our we know the word and it is on the tip of our tongue but will not surface at the right time. tongue but will not surface at the right time. This is a most frustrating phenomenon for most This is a most frustrating phenomenon for most people but it occurs more readily for older people but it occurs more readily for older people.people.

Ageing & Cognitive Development Ageing & Cognitive Development cont.cont.

Future intentions, such as to ring at 10am or Future intentions, such as to ring at 10am or ring when we get home, become more challenging ring when we get home, become more challenging as we age. The use of cues such a reminder as we age. The use of cues such a reminder notes, a note by the phone and the like can notes, a note by the phone and the like can counter this issue.counter this issue.

When we are younger we can generally remember When we are younger we can generally remember who told us a joke or a bit of information. As who told us a joke or a bit of information. As we get older it is more common to not remember we get older it is more common to not remember the source of information and thus, we may tell the source of information and thus, we may tell a joke to the person who told us the joke a a joke to the person who told us the joke a week before.week before.

Inhibitory actions in the brain become slacker Inhibitory actions in the brain become slacker with time. Thus a person may substitute in a with time. Thus a person may substitute in a word that is similar to the one they wish to word that is similar to the one they wish to express eg. ‘conversation’ and ‘concentration’.express eg. ‘conversation’ and ‘concentration’.

Language DevelopmentLanguage Development The human ability to learn a language The human ability to learn a language involves physical and mental capacity to involves physical and mental capacity to do so, also an appropriate exposure over do so, also an appropriate exposure over time to that language. To explain the time to that language. To explain the processes through which language develops, processes through which language develops, we will explore several key theories;we will explore several key theories;

Vygotsky’s sociocultural modelVygotsky’s sociocultural model Skinner and the behaviourist approach Skinner and the behaviourist approach including conditioningincluding conditioning

Bandura’s social learning involving Bandura’s social learning involving observational learningobservational learning

Nativist theory involving the notion of an Nativist theory involving the notion of an inbuilt language processorinbuilt language processor

Interactionist approach involving both the Interactionist approach involving both the learning and nativist approacheslearning and nativist approaches

SocioculturalSociocultural Vygotsky’s model suggests children learn the tool Vygotsky’s model suggests children learn the tool for communication , including language, through for communication , including language, through social interactions with others.social interactions with others.

Private speech begins to guide the thoughts of the Private speech begins to guide the thoughts of the child. child.

Think of a baby practicing sounds such a mum mum Think of a baby practicing sounds such a mum mum mum or da da da, you are also thinking of the mum or da da da, you are also thinking of the beginnings of expressive language. beginnings of expressive language.

At this stage the baby has been engaged in a great At this stage the baby has been engaged in a great deal of receptive language development ie. The bay deal of receptive language development ie. The bay has received many words from those around them and has received many words from those around them and starts to associate some of these worlds with starts to associate some of these worlds with items such as dummy, bottle etc. items such as dummy, bottle etc.

As time passes, interactions a baby has will lead As time passes, interactions a baby has will lead the baby to imitating sounds and then short words the baby to imitating sounds and then short words and eventually longer words. Sentence structures and eventually longer words. Sentence structures also change over time from single words to more also change over time from single words to more and more complexityand more complexity

Sociocultural cont.Sociocultural cont. Vygotsky’s adds the child\s cognitive Vygotsky’s adds the child\s cognitive development is directly affected by the use development is directly affected by the use of language. of language.

Not only is language expanded through social Not only is language expanded through social interaction but so too are cognitive skills. interaction but so too are cognitive skills. The cultural interactions teach the child how The cultural interactions teach the child how to respond to certain situations and develop to respond to certain situations and develop culturally appropriate thinking skills.culturally appropriate thinking skills.

Imagine a child who grows up in culture where Imagine a child who grows up in culture where single answers and one reality is norm. Now single answers and one reality is norm. Now compare that with a child who grows up in a compare that with a child who grows up in a culture where ambiguity and multiple culture where ambiguity and multiple realities are the norm. Very different realities are the norm. Very different outcomes with thinking and communication outcomes with thinking and communication styles.styles.

LearningLearning The learning/behaviourist approach, The learning/behaviourist approach, developed by Skinner, adds some extra ideas.developed by Skinner, adds some extra ideas.

Skinner proposed that babies babbled and Skinner proposed that babies babbled and accidentally made sounds resembling words. accidentally made sounds resembling words. Parents then hear that word and positively Parents then hear that word and positively praise the baby for saying something that praise the baby for saying something that sounds like a word. This reinforces the sounds like a word. This reinforces the child and thus conditioning has occurred for child and thus conditioning has occurred for the baby.the baby.

Bandura’s notion of social learning is also Bandura’s notion of social learning is also applied to learning language. Bandura applied to learning language. Bandura proposes babies learn through imitation of proposes babies learn through imitation of others. This is called observational others. This is called observational learning.learning.

Nativist ApproachNativist Approach Nativists such as Noam Chomsky, argue parents do not Nativists such as Noam Chomsky, argue parents do not reinforce. reinforce.

Baby has inbuilt or innate language processor Baby has inbuilt or innate language processor assisting them to learn the rules of language. They assisting them to learn the rules of language. They process the rules based on their receptive language process the rules based on their receptive language skills.skills.

Babies from 8 mnths + store words.Babies from 8 mnths + store words. 9-10 months can understand approx 20-30 words9-10 months can understand approx 20-30 words The increase after this time is dramatic. Most 13 The increase after this time is dramatic. Most 13 mnth olds have about 100 words, 3 year olds have mnth olds have about 100 words, 3 year olds have around 1000 words, 6 year olds around 13,000 and 18 around 1000 words, 6 year olds around 13,000 and 18 yr olds around 60,000. yr olds around 60,000.

Means the average person between 2-18 yrs learns Means the average person between 2-18 yrs learns approx 10 words per day.approx 10 words per day.

These are then used fluently through expressive These are then used fluently through expressive language. Expressive language grows dramatically language. Expressive language grows dramatically during this early period of development. At approx during this early period of development. At approx 16 mnths, average child will have approx 50 16 mnths, average child will have approx 50 expressive words, at 24 mnths, 320 words.expressive words, at 24 mnths, 320 words.

InteractionalInteractional The interactional perspective The interactional perspective combines both Nativist and combines both Nativist and learning theories.learning theories.

Position taken is there is a Position taken is there is a biological mechanism for language biological mechanism for language development and this is affected development and this is affected by the environment in which the by the environment in which the child grows and interacts within.child grows and interacts within.

End of session recapEnd of session recap Piaget & cognitive developmentPiaget & cognitive development Criticisms and developments of Criticisms and developments of developmental stagesdevelopmental stages

Effect of social interaction and Effect of social interaction and developmentdevelopment

Covering internal and external Covering internal and external perspectivesperspectives

Language and learning theories of Language and learning theories of developmentdevelopment