CGSC 1001 Lecture Notes - Lecture 4: Lev Vygotsky, Counterintuitive, Universal Grammar

• School: Carleton University
• Department: Cognitive Science
• Course: CGSC 1001
• Professor: Jim Davies

Document Summary

Universal grammar theory: the (cid:373)i(cid:374)d has a (cid:271)u(cid:374)(cid:272)h of s(cid:449)it(cid:272)hes that get set (cid:449)he(cid:374) (cid:455)ou lear(cid:374) a la(cid:374)guage as a child, e. g. , (cid:862)su(cid:271)je(cid:272)t o(cid:373)issio(cid:374) s(cid:449)it(cid:272)h(cid:863) In spanish you can omit the subject of a sentence, but in english you cannot. Jea(cid:374) piaget"s de(cid:448)elop(cid:373)e(cid:374)tal tages: sensorimotor (birth 2, preoperational (2 - 6, concrete operational (7 - 11, formal operational (11 death, sensorimotor stage (birth-2) Progress is seen on 3 fronts: adapting to and exploring the environment. Object permanence: using symbols, for example, waving and gesturing, preoperational stage (2-6) Use of symbols to represent objects and events. Piaget"s lasti(cid:374)g co(cid:374)tri(cid:271)utio(cid:374)s: the study of cognitive development at all, constructivism: that children are active participants in their own development, counterintuitive discoveries, puzzles that other scientists needed to solve. Problems with piagetian theory: underestimates infants, overestimates adolescents, vague on processes and change mechanisms, does not account for variability (stages are not that clear cut, underestimates social and cultural influences.