6 VYGOTSKY AND PIAGET: THOUGHT AND LANGUAGE


A


Children may develop schemata


through a process of experimentation, which continuously tests their theories about their environment.


C


School curricula have been influenced by Vygotsky and Piaget, whose theories of cognitive development led to collaborative learning methods.


E


B


Language, which is a cultural tool, is used to transmit traditional values from the older members of society to the younger.


D


A learner, having already mastered a skill, can mentor another who is less advanced.


New information, challenging our


current concepts, creates a state of disequilibrium, which results in learning.


Table 1: Br eaking a complex sentence into constituent parts Main S Main V Main O/C Other V + S/O/C


A children may develop B


Adv. phrases schemata which continuously test through a process


their theories about their of experimentation environment


Language and thought •


• • •


• •


• • •


• •


• •


• •


Sapir & Whorf – 1929-1956 – linguistic relativity hypothesis (LRH) = theory = language defines thinking


strong version = language controls mental categories + organizes experience → cannot understand concepts w.out lang.


diff. cultures and languages = diff. words + diff. categories – lang. affect ways people perceive concepts


BUT weak version of theory = language influences perception of objects → we can understand unknown concepts


e.g. research into LRH looked at labelling colours across cultures


11 focal colours across cultures: incl. black, white, red, green + yellow


1995 research = some cultures hv. words for: ONLY 2 colrs. = black and white


Brown and Lennenberg (1954): experiment to test ability of 3 groups to differentiate btwn. colrs.


Group A: monolingual (Lang.A) (1 word for yellow + orange) Group B: monolingual (Lang.B) (2 words, 1 for yellow, 1 for orange) Group C: bilingual (Lang. A + B)


Group A - not differentiate/Group B - differentiate/Group C - sometimes differentiate


conclusion: lang. affects ability to label concepts


recent research wth. brain scans = easy-to-name colours produce stronger stimulus in areas of brain assoc. wth. lang.


conclusion: colours with label in a lang. = easier to recognize ∴ language influences colour perception


51


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137