Review for Final

Review for Final - 1 FINAL REVIEW SESSION Vygotsky's zone...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
1 May 10, 2006 FINAL REVIEW SESSION Vygotsky’s zone of proximal development may have cultural influences Kids have cross-cultural different developmental niches in different cultures (video) Very different environments, different expectations about emotional regulation, different requirements for knowledge before school In school, parents play different roles What is zone of proximal development? o What is niche? – Developmental task, what child can do, requirements of task o Gap is way of defining zone of proximal development o Scaffolding is crucial to definition Piaget vs. Vygotsky Piaget’s framework—kid is independent learner, kid does work on his/her own o Parents play minimal role—not even much discussion about parent’s role o Kid test hypotheses from previous stages Can accommodate or assimilate into previous knowledge Vygotsky o Kid is part of larger social framework o System plays a part in learning Domain general approaches Piaget—you make fundamental restructurings about the way you think about the world, which affects behavior across many domains o Assumes discontinuous changes across stages o Can see two perspectives at once: Changes in cognitive task, moral development Information processing approaches (Siegler) o May have different hypotheses for solving tasks (e.g. conservation of mass) o Should see kid trying out different ways and then settling on one way o More uncertainty o Transition should be marked by instability, trying different things Example: 9 month olds in transition period with regards to vocal development Domain specific approaches Theory of mind o Autistics can do clever cognitive manipulations, but big deficit in one area, the social domain Integration of domain general and domain specific Theory-theory
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
2 o Skeletal principles that get built upon (innate intentional biases) Processes of internalization You have to get rules from culture/school/family into kid’s head so they can govern behavior Couple of ways to do this o Psychodynamic: id, ego, superego Internalization represents tension b/w impulses and what you should do No real developmental background of superego (the tension) How do you know what you need to do? No real answer (shortcoming) o Bandura Social learning, modeling, imitation Bandura talks about development of aggression Applicable framework for internalization of moral rules Main difference b/w Bandura and Kohlberg and gender schema (sex role development) Bandura—imitate people more or less like you
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

Page1 / 6

Review for Final - 1 FINAL REVIEW SESSION Vygotsky's zone...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online