Study Guide Questions Describe neurological maturation and the plasticity viewpoints. Does thought precede language (Piaget) or do they interact (Vygotsky)?

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).