D094 Key Words

Discomfort of learning the new information doesn’t belong in the same scheme but not knowing where to put it 

Piaget AND Vygotsky: How we learn to think, understand, and reason about our world (develop knowledge) 

Child points at apple. Mom says, “Do you want the apple?” 

Said morality is gender-specific: for women, highest morality is caring for others

Child says, “Me want apple.” Younger sibling says, “Me want apple.”

Learning that stuff still exists even when we can’t see it 

sensorimotor 

Vygotsky’s idea: similar ability groups, focus on process over results 

Reinforce incremental improvements in language; Example: Da - Dada - Daddy

Child doesn’t understand that others see things differently than they do, and think differently than they do 

Vygotsky’s idea. Talking to yourself silently. Starts around age 7. 

Teachers can’t GIVE students knowledge, they CONSTRUCT knowledge in their own own minds by connecting new ideas to old

Allowing someone to avoid something causing a desired behavior to increase (wearing a seatbelt to escape dingdingding)

Vygotsky’s idea: mixed ability groups, typically teacher led 

Feeling comfortable again after accommodating new information 

Adult ideas about rules; Following rules is the right thing to do 

Used when we want a behavior to stop; We stop reinforcing the behavior, and eventually, it will stop

Child can only focus on the obvious part of problem (whats worth more, nickel or dime? Nickel is bigger therefore more)

Putting new information in the same scheme 

Chomsky’s idea: basic structures of language are present at birth. All languages have basic rules.

Chomsky’s idea: we have something in our brains that help us learn language 

Vygotsky’s idea. Talking to yourself out loud. Starts around age 3. 

Vygotsky’s idea. Used at the beginning of learning something new; teacher provides assistance then gradually reduces it

preoperational 

Vygotsky’s idea. We learn more easily from someone who already knows what we want to learn. 

Concrete Operational 

Vygotsky’s idea. Having a conversation with another person, starts around age 2. 

Pavlov’s idea; to learn by associating things with other things; Example: teacher claps hands, students stop talking

Ability to respond differently to different stimuli; Example: different manners used in different situations

Used to organize information; If the brain is a filing cabinet, the label on each file folder is a scheme.

Adding something to a situation causing the desired behavior to decrease Example: reprimanding a student who misbehaves 

Using a learned response in a different situation Example: applying study skills learned in this course in chemistry

Vygotsky’s idea. When a task is a little harder than a student can accomplish alone, needing the teacher's help

Ages to know for Piaget’s 4 stages of cognitive development

Formal Operational 

Adding something to a situation that causes the desired behavior to increase (praising a student for good behavior) 

Follows own moral code; Breaks rules when it conflicts with moral code; Example: steal bread to feed starving family 

Putting new information into a new scheme 

Ages 12-18; x=figuring out who we want to be as adults; y=unaware of who they are/ lack of support to be themselves

Sensorimotor; Preoperational; Concrete operational; Formal operational

Removing the person from a situation that causes the desired behavior to decrease (example: time out) 

Ages 3-6; x=want to run, jump & explore physically and socially; y=being prevented from initiative, child feels guilty

Skinner’s idea that behavior is a function of its consequences; Engaging in a behavior in hope of a reward. 

Used to teach complex behaviors; Start by breaking down behavior into simpler bits; Reward each successful bit 

Piaget’s idea about how we organize information in our brains 

How we thought of rules when we were kids; Adults make them, we follow them; Break rule if we think we won’t get caught 

Ages 6-12; X=learning the joy of work; Y=comparing self to others and coming up short 

Vygotsky’s idea. What we learn and how we learn is influenced by our culture.