Piaget's Theory of Cognitive Development and Autonomy Support in the Classroom, Exams of Advanced Education

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EDF Exam 3 with 100% Correct Answers

Define autonomy as conceived by Ryan and Deci - Correct Answer-Experience behavior as self-determined Describe the three types of autonomy proposed by Stefanou - Correct Answer- Organization - decision-making role in terms of classroom management issues Procedural - offering students choices about the use of different media to present ideas Cognitive - affording opportunities for students to evaluate work from a self-referent standard Give examples of each type of autonomy - Correct Answer--Organization: ex: choosing assigned seats, picking due dates -Procedural: ex: students can choose how they want media to be presented (ppt, lecture, etc) -Cognitive: ex: have students justify their own answers or find their own solutions Identify the type of autonomy that is likely to result in better learning outcomes for students. Explain why. - Correct Answer-Cognitive autonomy because it causes long lasting effects on engagement and motivation How does Stefanou use the "catch and hold" components of interest to explain the different types of effects that the three types of autonomy have on motivation and learning? - Correct Answer-Catch activities represent the "bells and whistles" of instruction used to attract attention. - Hold activities represent instruction that engages students meaningfully in academic tasks.

• The catch activities lead to a superficial level of motivation and the hold activities empower the students to achieve learning goals.
• Organizational and procedural autonomy support, focusing, for instance, on choice of procedures and activities, representing a catch.
• Cognitive autonomy support, focusing on empowering students to develop self- reliance in thinking, represents a hold. Describe Baumeister's theory of self-control. - Correct Answer-self-control enables a person to restrain or override one response, thereby making a different response possible

What are two ways that Baumeister's theory could be applied in the classroom to help students improve their self-control? - Correct Answer-1. Implementation intentions (if...then statements)

2. Social goals (wanting to help people; wanting to be good relationship partner) Describe Mischel's theory of self-control - Correct Answer-teaching self-control through abstraction distraction What are two ways that Mischel's theory could be used in the classroom to help students improve their self-control? - Correct Answer-1. Distraction: teaching students to focus on other things so they aren't constantly focusing on what they want (think of marshmallow task and looking at the wall)
3. Abstraction: pretending the desirable object or activity is something else (pretending the marshmallow is a rock) What is constructivism? - Correct Answer-Constructivist Learning Theory maintains that learning is not the result of teaching; rather, it's the result of what students do with the new information they are presented with. Students are active learners who construct their own knowledge, they are not passive recipients of new knowledge. Explain how knowledge about constructivism should affect the way teachers teach. - Correct Answer-This affects how teachers teach because the most important factor to consider is student prior knowledge. It will either be a bridge to new learning or a barrier. According to Sewell, what is the one factor that is most likely to determine whether students learn new information that teachers present to them? - Correct Answer- Student's knowledge bank (what they already know/prior knowledge) Why does Sewell think that one factor is so influential? - Correct Answer-These misconceptions/wrong beliefs, more than other factors, determine whether students will learn the new information we present to them. What does Sewell suggest that teachers can do to help students overcome their misconceptions? - Correct Answer-Teachers best address misconceptions by presenting information which conflicts with the student's wrong beliefs. Students are then forced to compare what they know with what has been presented to them and to either reconstruct their knowledge or reject the new information. Identify and define the two complementary processes that explain how humans learn, according to Piaget. - Correct Answer-1. Accommodation- the process of changing our understanding to fit new information.

2. Assimilation- the process of interpreting new information in terms of existing knowledge; assimilation often results in misconceptions that interfere with learning new information Give an example of accommodation. - Correct Answer-Kristyn thought the word for what you put dirty clothes in was a hamster. When she learned it was hamper she started to call it a hamper. Give an example of assimilation. - Correct Answer-1. Julie knows that + means add. She sees for the first time and adds the numbers (assimilation with misconception). 2.Jessica knows that water turns to ice at 0 degrees celsius. She learns in a SciShow video that water needs impurities to do so.(assimilation without misconception; understanding is widened but not changed substantively). Identify the first stage of Piaget's theory and the characteristics associated with that stage. - Correct Answer-Sensorimotor (Birth- 2yo) -exploration of environment through reflexes Gains Object Permanence - things exist when we can't see them "peekaboo" -based heavily on senses -Exploration of environment through reflexes, primary circular reactions (actions that serve as a stimulus and response), secondary circular reactions (actions that extend out to the environment), tertiary circular reactions (variation of "making interesting things last" cycle), and development of mental representation --Deferred Imitation --Mental Combinations to solve problems Identify the second stage of Piaget's theory and the characteristics associated with that stage. - Correct Answer-Preoperational (2yo-6yo) -Major language development -egocentric- thinks everyone has the same point of view -focusing on one aspect of a problem -operations lack reversibility -use of symbols (writing, drawing, language, creative play) Identify the third stage of Piaget's theory and the characteristics associated with that stage. - Correct Answer-Concrete Operations (7yo-11yo) Can perform concrete operations understands conservation "tall thin glass and short fat glass" (understanding that the amount of something remains the same and nothing is added or taken away-despite changes in appearance as a result of decentration) seriation (putting things in order) and classification (understanding of sets of objects and how one can include the other) mental representation

logical thinking about actions and objects concept of reversibility Identify the forth stage of Piaget's theory and the characteristics associated with that stage. - Correct Answer-Formal Operations (11yo+) -can perform non-concrete operations -abstract thinking -logical thinking about ideas -can test hypothesis -scientific reasoning -hypothetical reasoning -metacognition (thinking about thinking) What are the major outcomes of each of the four stages? - Correct Answer-- Sensorimotor: development of object permanence -Preoperational: use of language -Concrete Operations: development of conservation -Formal Operations: ability to engage in abstract reasoning Identify the four processes (i.e., factors) that Piaget believed cause intellectual development. - Correct Answer--Maturation -Equilibration -Physical and Logico- mathematical experience -Social Interaction and Transmission Define Maturation and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Correct Answer--genetically controlled process of "organic growth...possibilities thus opened up to be fulfilled" Ex: Students of a certain age may not be able to understand a certain type of problem because they have not developed that skill yet ????? Define Equilibration and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Correct Answer--by self-regulation through the process of assimilation and accommodation Ex: Present ideas that the class agrees is plausible and fits with their original background information. Then present ideas that describe opposing ideas. (In class example of planets) Define Physical and Logico- mathematical experience and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Correct Answer--experience of acting upon objects in order to abstract their properties and with a view of learning the results of the coordination of the actions Ex: Performing experiments in science class or using manipulatives in math

Define Social Interaction and Transmission and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Correct Answer--the student receives as much as they give when it comes to social interaction. Co-operation (thinking together) is necessary for transmission. This is often in the form of Sociocognitive Conflict (such as a debate). Ex: Suggest conflicting ideas and divide into groups for debate. Thinking actively to defend a standpoint, even if you don't agree with it. Select an important concept in a subject that you plan to teach. Describe how you would teach the concept to children in the preoperational, concrete operational, and formal operational stage, and explain how you have included a disequilibrating experience to motivate students to learn at each stage. - Correct Answer-.. What is the zone of proximal development? - Correct Answer-the difference between what a learner can do without help and what he or she can do with help What are its implications for the development of intelligence? - Correct Answer-1. Learning precedes development

2. Good instruction is aimed at the students' zone of proximal development
3. Higher-order thought processes develop through social interaction.
4. Intellectual development is mediated by tools provided by culture.
5. For Vygotsky, language is the most important psychological tool.
6. The child-in-activity-in-context is the basic unit of analysis.
7. Schooling plays a critical role in human development. What is mediation? - Correct Answer-the mediator transforms, reorders, organizes, groups, or frames the stimuli to enable the learner to better perceive and understand them. What is internalization? - Correct Answer-private speech (self-talk) and inner speech (thinking) How does the development of intelligence relate to Vygotsky's concepts of mediation and internalization? - Correct Answer-1. Mediation --Teacher mediates stimuli to bring it closer to student's zone of proximal development so that they are able to learn and understand the stimuli/information --Text-mediational: texts can be considered "thinking devices" that one can engage in dialogue and construct new meanings --Students predict the outcome and then debate answers with students who disagree.
8. Internalization: --Modeling: teacher assumes regulative role that learner gradually internalizes What are the two concepts described by Vygotsky in the development of children's thinking? - Correct Answer--Scientific (schooled) -Spontaneous (unschooled) (everyday)

What are Unschooled concepts? - Correct Answer---come from children's observations and experiences **refined into systematic knowledge as we construct schooled concepts -Learned unconsciously (spontaneously) -Learned through concrete examples -Learned through observations, through the senses, situation specific What are Schooled concepts? - Correct Answer---come from the systematic instruction we associate with schooling -Learned deliberately -Learned as abstractions -Systematic and generalizable Define scaffolding (mediation in Vygotsky's terms), and give an example of how a teacher might use the six steps described by Bruner to teach a lesson as described by Bruner and his colleagues. - Correct Answer-Scaffolding : the adult controls the elements of the task that are initially beyond the learner's capacity, which permits the student to concentrate and complete only the elements within their range of competence. The Bruner Scaffolding Process

1. Recruitment: Spark the student's interest and present the requirements of the task Ex: Pick material that is relevant to the student's interests
2. Modeling: Demonstrating solutions to a task, involves an "idealization" of the act to be performed and may involve completion or explanation of a solution already partially executed by the tutee Ex: The "I do" part of "I do, we do, you do"
3. Simplify the task: simplify the task by reducing the number of steps Ex: Providing a simple question for practice, before increasing difficulty
4. Direction maintenance: keeping the child focused and partly the expression of enthusiasm to keep the child motivated Ex: Positive reinforcement for correct action and redirection for incorrect action
5. Marking critical features: the tutor accentuates certain features of the task that are relevant Ex: Pointing out the important or confusing steps and clarifying
6. Frustration control: helping the learner avoid errors that would be embarrassing if made in front of others or by exploiting the learner's "wish to please" Ex: Allow the student to have lots of practice before trying it in front of others If teachers would like to use peers to scaffold the learning of other students, what must teachers do to make sure that the scaffolding is effective? - Correct Answer-At the base of scaffolding there must be one person who is knowledgeable and another who is less knowledgeable where the more knowledgeable person is teaching the less knowledgeable person. for teachers to make scaffolding effective in the classroom they must pair students together with one being on a higher level than the other one. (the more knowledgeable student will help the less knowledgeable student).

Using the major concepts in Vygotsky's theory, describe what parents and teachers should do to foster the development of children's thinking abilities? - Correct Answer-- engage students in social interaction that leads to intersubjectivity --page 39 of packet: recruitment, modeling, simplify the process, support students' learning, gradually transfer responsibility for use of strategies to students as they become skilled in using the strategies -remembering can be viewed as an activity that is at first jointly carried out by parent and child and then later performed by the child alone. -parents ask children about things that happened in the past, children learn that the important factors to remember about events are the whos, whats, whens, and wheres, of their experiences. -by asking repeated questions to children, adults are structuring the conversation, showing children how remembering is done -use elaborative language when talking about memory with their children What are the two elements of play that Vygotsky believed are so critical in fostering children's development? - Correct Answer-1. an imaginary situation

2. the rules implicit in the imaginary situation List and define the six resources necessary for fostering creativity described by Sternberg and Lubart. - Correct Answer-1. Intelligence: Foster your students ability to define and redefine problems and the ability to think insightfully.
3. Knowledge: teach students why the information being taught is important and relevant in order for students to retain the information being taught
4. Intellectual Style: encourage students to embrace the legislative style (legislative style is an individual who enjoys formulating problems and creating new systems of rules and new ways of seeing things)
5. Personality: teach student attributes such as tolerance of ambiguity, willingness to surmount obstacles, willingness to grow, and willingness to take risks.
6. Motivation: encourage students to develop intrinsic motivation and the motivation to excel. Both lead to a focus on tasks rather than external rewards.
7. Environmental Context: teachers must spark creative ideas, encourage follow up of ideas, and reward ideas. What are Selman's five stages of perspective taking? - Correct Answer--Egocentric Perspective Taking -Subjective Perspective Taking -Second- Person Reciprocal Perspective -Third- Person Mutual Perspective Taking -Societal, Symbolic Perspective Taking What are the negotiation strategies that children are likely to use at the first stage of perspective taking? - Correct Answer-Egocentric Perspective Taking (3-6yrs) -Awareness that people differ physically, but little awareness that they differ psychologically

-Assumption that others have the same thoughts and feelings as themselves -Indignant when others express differing views What are the negotiation strategies that children are likely to use at the second stage of perspective taking? - Correct Answer-Subjective Perspective Taking (6- 8yrs) -Realization that others have thoughts and feelings of their own -Overly simplistic perceptions of others' perspectives -Tendency to equate people's outward expressions with their internal feelings What are the negotiation strategies that children are likely to use at the third stage of perspective taking? - Correct Answer-Second- Person Reciprocal Perspective Taking (8-10yrs) -Realization that others may have mixed and contradictory feelings -Understanding that people may feel differently from what their behaviors indicate -Understanding that people sometimes do things they didn't intend to. What are the negotiation strategies that children are likely to use at the forth stage of perspective taking? - Correct Answer-Third- Person Mutual Perspective Taking (10-12yrs) -Ability to step outside a second- person perspective and imagine how the self and other are viewed from the viewpoint of a third, impartial person What are the negotiation strategies that children are likely to use at the fifth stage of perspective taking? - Correct Answer-Societal, Symbolic Perspective Taking (12- 15yrs) -Ability to understand that third- person perspective taking can be influenced by one or more larger societal values (justice, equality, etc) For Egocentric Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Correct Answer-Encourage students to share their unique perspectives about simple topics. For example, read a story to preschoolers and then ask them to describe how they each felt about various story character's actions. Point out the variability in the children's opinions For Subjective Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Correct Answer-Acknowledge students' perspectivness in detecting the unique perspective of others. Extend their understanding by pointing out the complex feeling that people sometimes have. For 2nd Person Reciprocal Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Correct Answer-Help students to make sense of the complex motivations that guide people's actions. Communicate the legitimacy of mixed feelings.

For 3rd Person, Mutual Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Correct Answer-Acknowledge students' respect for the rights of others as they pursue their own needs and goals. Help students brainstorm alternative strategies when they have trouble identifying ways for everyone to win in certain situations. For Societal Symbolic Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Correct Answer-Initiate class discussions of psychological motives, perhaps within the context of studying historical events in history class or works of poetry and fiction in a literature class. How does Selman and Piaget relate to each other? - Correct Answer-In Piaget's stages of cognitive development, both his preoperational stage and Selman's Level 0 the children are egocentric. They have trouble being aware of people having different perspectives. Define empathy. - Correct Answer-the ability to understand and share the feelings of another Identify two positive effects empathy might have on children's development. - Correct Answer-1. Children learn to distinguish and separate their own reactions from another individual's distress.

2. As children continue to develop, they become increasingly sophisticated in their ability to understand and respond to the psychological states of others. What is Level 1 of Kohlberg's theory of moral development? - Correct Answer-Pre- conventional morality -most nine-year-olds and younger, some over nine -no personal code of morality. Instead, our moral code is shaped by the standards of adults and the consequences of following or breaking their rules. -Authority is outside the individual and reasoning is based on the physical consequences of actions. What are the stages in Pre-conventional mortality? - Correct Answer-Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished they must have done wrong. Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. What is Level 2 of Kohlberg's theory of moral development? - Correct Answer- Conventional morality -most adolescents and adults -begin to internalize the moral standards of valued adult role models.

-Authority is internalized but not questioned and reasoning is based on the norms of the group to which the person belongs. What are the stages in Conventional morality? - Correct Answer-Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers are related to the approval of others. Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society so judgments concern obeying rules in order to uphold the law and to avoid guilt. What is Level 3 of Kohlberg's theory of moral development? - Correct Answer-Post- conventional morality -Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice (10-15% of adults, not before mid-30s). What are the stages in Post-conventional morality? - Correct Answer-Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear cut. For example, in Heinz's dilemma the protection of life is more important than breaking the law against stealing. Stage 6. Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g. human rights, justice and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage. On the basis of Kohlberg's theory, describe how you could foster children's moral development. Give examples of questions that are helpful in developing children's moral reasoning. - Correct Answer-Heinz Dilemma -Should Heinz have stolen the drug? -Would it change anything if Heinz did not love his wife? -What if the person dying was a stranger, would it make any difference? -Should the police arrest the chemist for murder if the woman died? What are the four categories of skills that Narvaez proposed are needed to foster children's moral development? - Correct Answer-1. Ethical sensitivity

2. Ethical judgement
3. Ethical focus
4. Ethical action How does Narvaez's conception of moral development differ from Kohlberg's theory? - Correct Answer-Narvaez and Kohlberg differ in their conception of moral development because Kohlberg focuses on the theory of moral development as an internal process

whereas Narvaez discusses the practices that can be used to foster internal moral development. In essences, we see Kohlberg as the one discussing what internal moral development is where Narvaez goes even further and discusses how this theory can be applicable and used in the classroom. List the six cognitive processes included in Bloom's revised taxonomy. - Correct Answer--Creating -Evaluating -Analyzing -Applying -Understanding -Remembering Define critical thinking. - Correct Answer-Learning to think critically means learning how to question, when to question and what questions to ask, and learning how to reason, when to use reasoning, when to use reasoning and what reasoning methods to use. Describe the types of questions that foster critical thinking. Give examples of 3 different questioning strategies that would be helpful in increasing students' critical thinking. - Correct Answer-...