Routines

• Get handouts two pages

• Sit with partners

• Get piece of paper and write your names on it,

Cognitive Development and Language

Woolfolk, Chapter 2

Development:1. Different rates

2. Orderly3. Gradually4. changes

Physical

Social

Personal

Cognitive

Maturation (programmed by genes)

Source of developmentnature vs. nurtureShape of developmentcontinuous vs. discontinuousTimingcritical periods

Using a person next to you, discuss and be ready to present in class an example of:PhysicalCognitive developmentSocialPersonal

Our brain is unique = genetic and environmental influencesBrain size and weight differ among humans as wellSeparate realities concept

Senses Perception/Interpretation Feeling Behavior

Brains have different developmental timetableWe know this because of our access to the fMRI:

Methods on what part of the brain are most active when we are doing different thingsIt shows the communication between the different regions of the brain and that this is communication is two-wayssignals can bounce back and forth

Lobby against rigid age-based assessment and give students more variety, Lobby against rigid age-based assessment and give students more variety, choice, and complexitychoice, and complexity

Brain Lateralization

Information processing:Spatial informationleft to right» Timeback to front» No such thing as right or left brain learningonly

preferences» The left hemisphere process parts (sequentially)» The right hemisphere process wholes (randomly)» Both sides of the brain are involved in every human activity» The left and right brain are divided by the corpus collosum» Important to note that our brains are asymmetrical

Brain dominance

• Left Brain Dominant Learners– Prefer things in a sequence– Learn best from parts to

wholes– Prefer phonetic reading

systems– Like words, symbols and

letters– Rather read about a subject

first– Prefer detailed orderly

instructions– Experience more internal

focus– Want structure and

predictability

• Right Brain Dominant Learners– Are more comfortable with

randomness– Learn best from wholes to parts– Prefer whole language reading

system– Like picture, graphs and charts– Rather see or experience the

subject first– Want to gather more information

about relationships among things

– Prefer spontaneous, go with flow, learning environments

– Experience more external focus– Want open-ended approaches

Logic and Creativity belongs to Both Sides of the Brain

Basic Brain Anatomy

• Weights @ 3 lbs.size = large grapefruit– 78% water– 10 % fat– 8% protein– Flesh colored– Can be cut with a knife– Largest portion = cerebrum

• Made up of million of brain cells• Divided into two hemispheres• Right side controls the left side • Left side controls the right side• Responsible for higher order

thinking and decision making functions

– Outer surface of our brain = cortex

• Thickness of an orange peel• When opened = size of a sheet of

paper

Lobes of the Human BrainOccipital Lobes

• Visual and visual interpretation • Initial phase of reading• Images from the retina to the optic

nerve • Then to the visual cortex• Each neuron process one aspect of vision

Temporal Lobes• Divided into clusters • Give us abilities to:

– produce and understand speech

– Recognize objects and faces– Recall long term cognitive

memories– Modulate emotions

– Parietal Lobes• Area of the brain in which we live• Allow us to experience our surroundings• Process higher sensory information (touch, judgment of

texture, shapes and our body orientation in space)

– Frontal Lobes• Allows you to be who you are• Judgment is processed• Goal setting • Creativity • Working memory• Produces motion of speech• Ideas and emotions

Mid-Brain Area (limbic system)

Thalamus• Complex structure that

performs vital functions• Gateway to the cerebral

cortexprocess all sensations except olfatory one

• As sensory information comes in. thalamus attempts to organize, categorize and transfer to the appropriate areas of the cerebral cortex

– Amygdala

• Buried deep in the temporal lobe

• Highly involved in responding to stress and novel situations

• Mediates all emotionally charged experiences

• Brain CellsNeurons a) axons = receives informations

b) dendrites = sends information

c) via synapses (electrical inputs)

Glial cells = interneurons Outnumber neurons Serve as supportive role Maintain the ideal environment for neurons to flourish Producers of myelin (coating) for axons Transport nutrients Help in immune system

• Learning Insights– Learning physically changes the brain– By altering the wiring and our chemistry– New stimuli activates new pathways– If stimulus not meaningful, information is given

less priority and eventually forgotten (in sleep)– If considered importantlong term potentiation

(LTP)– “Window of opportunities”– Cognitive maps = connections– Genes are not templates for learning, but they

represent enhanced risk or opportunities

Again, using your partner, please answerthe following questions regarding the presentation you just saw:

1. In a paragraph, describe any information that is new to you.

2. Also, describe information that was exciting.

Piaget

Influences on Development:

MaturaltionActivity

Tendencies in Thinking:1) Schemes—mental categories2) Organization—arranging

information3) Adaptation (adjustment to the environment)• Assimilation—new info into existing schemes• Accommodation—altering existing schemes

Disequilibrium“out of balance”

• Using that same partner, give one example of:– A scheme– Organization– Adaptation’s two phases

• Assimilation • Accommodation

Four StagesCognitive Development

Sensorymotor: 0-2Begin using imitation/ memory/ thoughtObject permanenceGoal directed activity

Preoperational: 2-7Use of language = think in symbolismsOperationsCollective MonologueSemiotic functioning (ideas)Egocentric behavior one direction cannot see others’ point of view

Concrete Operational: 7-11Hands-on problemsConservationremain the same despite changes in appearanceDecenteringfocusing in more than one aspectClassify and seriateReversibility/identityCompensation

Formal operations: 11-adultSolve abstract problems More scientific thinkingSocial issues and identityAdolescent egocentrism

• Give examples of:– Object permanence– Goal directed actions – Operations

• What is the difference between egocentric behavior as demonstrated by a two year old and a teenager?

• Why some people do not reach the formal operations stage?

• Why should we teach in a broad manner using the students’ life?

Please choose one of these questions

Please answer 2 of these questions:

Implications of Piaget’s TheoryS

• The problem of the match…are students being taught at their level?

• Individuals construct their own understanding– This is done through

interactions where students are challenged, and receive feedback = disequillibration

• The value of play

• The trouble with stages– Thinking changes

• Underestimating children’s abilities…

• The language used…

• Cognitive development and cultureEast vs. West

Sociocultural Theory:Human activities cultural setting Co-constructed with peers and teachers

Cultural Tools = Symbols such as language, graphs, numbers for society to communicate

Role of language in a cultural settingPrivate speech Self talk and learning

The role of learning and developmentLearning = passive formationDevelopment = activeconstruction

Socio Cultural Perspective

Implications of Vygotsky for Teachers:a) Assisted learning—>scaffoldingb) Zone of proximal development help students reach their potentialc) Private speech and the zone students reach their potential

Limitations:Did not explain

Cognitive processes underlying development

Vigotsky

• Use your partner again, choose one

of the following questions: • Give one example of how children learn

the culture of their community in the classroom• In this example, mention one cultural tool that should

be used• In this same problem, of what the teacher should do to

reach the zone of proximal development• Is private speech good for children? Give an example

to support your answer.

Implications for Teachers

• Piaget– Understanding and

building students’ thinking

– Activity and constructing knowledge

– The value of play

• Vygotsky– The role of adults and

peers– Assisted learning– Teaching at the magic

middle and zone of proximal development

Funds of knowledge…bases for teaching

Use students’ background

Development of Language

• Dual language learning– 6 mil kids in the USA (2000)– Learning a second language does not interfere with

understanding in the first language (in fact, the more the better)

– Critical period for pronunciation = childhood– Two languages = bicognitive development

• Language development in the school years– Pronunciation– Syntax (word order)– Vocabulary and meaning– Pragmantics (when and how)– Metalinguistic awareness– Partnerships with families

• Involve family• Provide home activities

Expressive vs. Receptive Language

Give one way of involving parents to refine their children language learning