Chapter+7++Development+of+cognition


 * LEARNING AIDS**

One of the important ideas of Vygotsky's theory related to cognitive development is the zone of proximal development (ZPD). The following two images clearly show the concept of the zone of proximal development (ZPD), a student can develop the potential learning with help; and the term "scaffolding", occurred in ZPD when teachers, parents, or others help a student to achieve the learning status to the higher-levels of competence (Martinez, 2010, p.210-211).



ZPD: http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html Scaffolding: http://datause.cse.ucla.edu/shell_r1/readmore.php?page=formative_cycle&node=7

The Zone of Proximal Development (Martinez, 2010, p.210-211)

Yi-Niu

Chapter 7 Learning Aid The Differences Between Different Theorists' Perspectives

The following link, (though I tried my hardest to paste it here), shows the differences between the following theorists Piaget, Bruner, Vygotsky, Egan, [|P510 LEARNING AID CH 7 WIKI.wpg] [|P510 LEARNING AID CH 7 WIKI.wpg]



This is a study on students with Dyslexia in Italy and Israel. The study shows that although Italian is "orthographically transparent" meaning that sounds and letters tend to coincide and English has many contradictory letter-sound combinations (the same letter can make different sounds depending on usage) students still suffer from Dyslexia. The study reveals that students sometimes interchange difficult words to one that looks or sounds similar when spelling but a higher vocabulary could potentially help the students. The other part of the study, done in Tel Aviv, tells us that many students cannot process words faster than one at a time. This can be helped with a learning tool such as a piece of cardboard with a word-sized cut-out in it. This way, the students can use the tool to direct their attention to the individual words. (Brittany)
 * RELATED RESEARCH**

Reading/ Dyslexia (Martinez, pg 213, 214)

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Elsevier (2010, December 8). Widening our perceptions of reading and writing difficulties. //ScienceDaily//. Retrieved February 27, 2011, from http://www.sciencedaily.com­ /releases/2010/12/101208125809.htm

This article was found in the publication //Gifted Child Today//. It reviews research that has been done in regards to child prodigies found in Interest Magnet 7.4 on page 227 of our text (Martinez). It includes an example of John Stuart Mill, who is mentioned in our text. The article focus is on how child prodigies are sometimes developed through extraordinary means brought about by the parents of these children. The article touches on the fact that many times, the emotional and social needs of these exceptional children take a back burner to their educational development. Also, as adults, these children often do not meet the unrealistic expectations that have been placed upon them. (Deanne) [|Child Prodigies] Jolly, Jennifer; Bruno, Justin. The public's fascination with prodigious youth. //Gifted Child Today//, v33 n2 p61-65 Spr 2010
 * Child Prodigies**

The author of this article proposes the idea of a "Unification Theory" that incorporates valid learning theories from the past - those of Piaget, Vygotsky, Erickson, etc. - into a new, all-encompassing theory that includes the use of technology as an attempt to modernize. He describes the phases of learning not with the traditional stair metaphor, but instead as the learner "building a bridge over a chasm" (3). The first phase is Intuitive Learning - comparable to Piaget's sensorimotor stage (Martinez 199-200) - where the senses basically direct learning. In the second phase, Passive Learning, the learner doesn't necessary care what is being taught, but is anyway aware that //something// is being taught -- i.e. a child listening to a fable is not aware of the moral of the story until it later becomes relevant in his or her life. The final phase is Active Learning, wherein a student intentionally makes choices in learning environments; the author says that active learning takes place when making visual representations of learning, which sounds similar to Piaget's theory that abstract thinking occurs in the final stage - the Formal Operational Stage (Martinez 202-203). (Erin) [|Active-Passive-Intuitive] Sigette, Tyson. Active-Passive-Intuitive Learning Theory: A Unified Theory of Learning and Development. 2009, December 18. Online submission to ERIC. Retrieved February 27, 2011, from []

Judy This is an overview of Piaget's stages of development. Piaget believed that children think differently from adults (Martinez, 230). His theories have influenced education and sparked debate about children's ability to have thoughts in the complex and abstract or engage in sophisticated thinking. But it seems indisputable that cognitive development occurs in stages that are influenced by social, physical and moral development. Although I have chosen a video about Piaget's views I agree with Rousseau in that children should be given freedom to explore.
 * WEB LINKS**

=**[|PIAGET'S DEVELOPMENTAL THEORY: AN OVERVIEW] ** =

I found this video interesting about nature vs nurture. it shows that how nature and nurture influence the quality of one's personality, intelligence and psychopathology. However, scientists could not know how much nature and nurture influence them. "Do they jointly and equally contribute formation of the individual person" (Martinez, 2010,194). (Nourah) **[|Nature vs Nurture.] **