The Role of Culture in Cognitive Development.ppt
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1、The Role of Culture in Cognitive Development,PSYC 353 LectureDr. Schwartz,Sociocultural Perspective,How we develop, particularly how we learn and think is primarily a function of the social and cultural environment in which we are reared. Emphasizes what makes people different thinkers rather than w
2、hat we share in common.,Consider the differences between children who grow up in a technologically driven society and children who grow up in a hunter-gatherer type of society in Africa,According to Piaget, children will solve problems relevant to their daily lives using species-specific cognitive m
3、echanisms that develop according to a species-typical schedule.,However,Sociocultural theorists see cognitive development very differentlyCognitive development is inseparable from culture,Furthermore,Culture is transmitted to children by their parents and other members of society. Childrens intellec
4、tual processes are developed to handle tasks and problems important to the particular surroundings. Sociocultural theory addresses how children come to understand their and function in their social world.,Lev Vygotsky,Russian Psychologist (1896 1934), died at 38 from Tuberculosis. His writing in the
5、 20s and 30s emphasized that development is guided by adults interacting with children, with culture determining how, where, and when these interactions take place.,Vygotsky,Proposed that cognitive development occurs in situations where a childs problem solving is guided by an adult. Cognitive devel
6、opment progresses through the collaborations of members of one generation with another. Cognitive development is embedded within culture.,Vygotsky - Genetic Method,Another of Vygotskys key ideas is his “genetic” domains: Onto-genesis: Development by an individual over lifetime Socio-historical: Deve
7、lopment of the society Phylo-genesis: Development of the (human) species Micro-genesis: Creation of ideas & concept learningFocusing only on the individual or only on the environment cannot provide an adequate explanation of development.Therefore, his social theory involves the interplay between 1 a
8、nd 2.,Tools of Intellectual Adaptation,Infants are born with some elementary mental functions. Attention, sensation, perception, and memory.Transformed by the culture into new and sophisticated mental processeshigher mental functions,Tools of Intellectual Adaptation,Thinking and problem solving stra
9、tegies that children internalize from their interactions with more competent people.Teach children how to use their minds how to think and what to think.,Vygotsky on Cognition,Cognitioneven in isolation, is socioultural.Affected by values, beliefs and tools of intellectual adaptation transmitted to
10、individuals by their culture.Varies from culture to culture, therefore, not universal as Piaget assumed.,Cognitive Development,Young children are curious explorers Active in learning and discovering new principles Importance of social contributions to cognitive growth Higher psychological processes
11、(involve social awareness) have a social origin, developing first on a social plane and then later internalized on a psychological plane.,Dual Nature of Cognitive Development,General Genetic Law of Cultural Development Social Plane Psychological Plane Between people as an interpsychological category
12、 Within the child as a intrapsychological category,Culturally Constituted Cognitive Activity,Cognitions are not characteristics of individuals, but are functions that can be carried out between individuals. Individual thinking is embedded within the contributions of the social world. Vygotsky sugges
13、ted that individuals be examined as they participate in culturally valued activities.,Many important discoveries that children make occur within the context of cooperative and collaborative dialogues between a skillful tutor. Child tries to understand the instructions and internalizes the informatio
14、n to regulate his own performance. Fosters cognitive growth.,Zone of Proximal Development,The difference between a childs “actual developmental level as determined by independent problem solving” and the level of “potential development as determined through problem solving under adult guidance or in
15、 collaboration with more capable peers”.,Zone of Proximal Development,Children learn best when they solve problems at a level between their current ability and their ability when assisted by a more competent person,Zone of Proximal Development,Zone of Proximal Development,Instruction should occur wi
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