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1、EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian Edition ODonnell, DAmico, Schmid, Reeve, Smith,Educational Psychology, Canadian Edition,Cognitive Development,Educational Psychology, Canadian Edition,Chapter 2 Cognitive Development,Themes of the Chapter Biology and maturation underlie all devel
2、opmental processes Growth-promoting experience must occur in order for cognitive development to be fully realized There are many school-related experiences that help learners realize their developmental potentials,Educational Psychology, Canadian Edition,Guiding Questions,How does education enrich b
3、rain development? How does Piaget explain cognitive development? What are the stages of cognitive development? How can teachers apply Piagets theory in the classroom? (continued),Educational Psychology, Canadian Edition,Guiding Questions (continued),How does Vygotsky explain sociocognitive developme
4、nt? How can teachers apply Vygotskys theory in the classroom? How does language develop? How can teachers use their knowledge of cognitive development when working with diverse learners and students with special needs?,Educational Psychology, Canadian Edition,Brain Development,Brain structure and fu
5、nction How does experience (education) affect brain development?,Educational Psychology, Canadian Edition,Brain Structure and Function,Hippocampus processes a persons new experiences Amygdala generate negative emotions as the brains warning system Neurons make all brain functions possible,Educationa
6、l Psychology, Canadian Edition,Figure 2.1 Brain Structures and Their Functions,Educational Psychology, Canadian Edition,Brain Structure and Function,Exposure to a stimulating environment will stimulate neurons When stimulated, neurons reach out to neighbouring neurons With repeated stimulation, the
7、number of connections between neurons increases and the neurons bond together This pattern of connections is known as memory,Educational Psychology, Canadian Edition,Brain Structure and Function,Educational Psychology, Canadian Edition,How Education Affects Brain Development,Neural plasticity brains
8、 capacity for structural change as the result of experience Stimulating environments give the brain a great deal of information to process, store, remember, and later use to solve problems The information may facilitate greater neuronal connectivity,Educational Psychology, Canadian Edition,Cognitive
9、 Development,Piagets Theory Adaptations are inborn process of adjusting to the demands of the environment Schemas are basic structures for organizing information Behavioural schemas are mental representations of physical actions Symbolic schemas are language-based mental representations of objects a
10、nd events Operations are mental actions to solve a problem,Educational Psychology, Canadian Edition,Assimilation and Accommodation,Assimilation is a process of incorporation in which some outside event is brought into a persons way of thinking Accommodation is a modification process in which an exis
11、ting schema is changed or modified to make sense of something that is new and different,Educational Psychology, Canadian Edition,Disequilibrium,Disequilibrium is a state of cognitive conflict that arises when ones existing way of thinking is not confirmed by experience Using adaptation a person can
12、move from disequilibrium to equilibrium,Educational Psychology, Canadian Edition,Figure 2.3 Origins and Consequences of Disequilibrium,Educational Psychology, Canadian Edition,Piagets Stages in Cognitive Development,Educational Psychology, Canadian Edition,Sensorimotor Stage,Primary circular reactio
13、ns (1-4 months) Some actions are satisfying and repeated Secondary circular reactions (4-8 months) Some actions are found to have interesting effects on the environment Goal-directed behaviour (8-12 months) Intentions replace reflexes Tertiary circular reactions (12-18 months) Curiosity leads to exp
14、erimenting with objects Symbolic problem solving (18-24 months) Symbolic images of environmental objects are created,Educational Psychology, Canadian Edition,Object Permanence understanding that objects continue to exist even when they cannot be seen or detected by other senses,Sensorimotor Stage,Ed
15、ucational Psychology, Canadian Edition,Preoperational Stage,Children create symbolic schemas to represent the objects and events around them Children take part in pretend play,Educational Psychology, Canadian Edition,Concrete Operations Stage,Children can develop an internal mental activity that all
16、ows them to revise or alter a symbol or image to reach a logical conclusion This mental manipulation can only be with concrete objects and events that lie in front of them,Educational Psychology, Canadian Edition,Capacities of Concrete-Operational Thinking,Animism Belief that all things are alive and living In concrete operations children can tell the difference between animate and inanimate objects Centration Focusing on an objects most salient feature while neglecting eq
