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Stage or Process
Relationship
between learning
and development
Piaget
(Genetic Epistemology)
Development precedes
learning; learning occurs at
particular developmental
stages
4 distinct stages
corresponding to ages:
Relationship between Sensimotor (Birth -2 yrs)
age and development Preoperational (2-7 yrs)
Concrete Op (7-11 yrs)
Formal Op (11 + yrs)
Possibility for
regression in
development?
Generally, no. Some
temporary can occur due to
instability of transitions
between stages.
Rich Roper
Bruner (a fan of Vygotsky)
(Cognitive Interactionist)
Insight is defined as taking
large steps (leaps) in learning.
Readiness is not based on
what a learner knows, but
how the learner thinks (their
thinking process).
“Golden mean” – between
apathy and wild excitement.
3 Learning stages that are
NOT tied rigidly to ages or
innate. The 3 stages area:
Enactive (using motor skills);
Iconic (use of
images/graphics – but not
symbols); Symbolic (symbols
represent such at math,
music, language).
Can skip a step if learner is
ready for next stage, but
learner could have difficulty if
not all previous stage info in
Bandura
(Social Cognitive or Social
Learning Theory - SLT)
People learn from one
another, by observing
others, imitating them or
modeling (for) them. Key
internal processes:
Attention, Retention,
physical ability,
motivation. This is a lot
like instructional theory of
ARCS (Attention,
Relevance, Confidence,
Satisfaction). People learn
if they are ready and
motivated.
Need to have self
regulating learning skills:
(note: ability to self
regulate is very domain
specific) efforts to use
emotional, cognitive and
enviro resources during
learning, and observe,
judge, react/adjust to
one’s progress. NO
RELATIONSHIP BETWEEN
THE TWO.
Yes, for same reason as
Vygotsky (poor peer
scaffolding)
Vygotsky
(Social Constructivist)
Learning precedes
development; learning
drives development.
Learning is a Process of
Development. The
Zone of Proximal
Development (ZPD) is
created as
development lags
learning.
Nothing significant –
he rejects the age
dependency.
Yes, due to poor peer
scaffolding – they can
teach incorrectly (so
can teachers – yikes!)
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Stage or Process
Piaget
(Genetic Epistemology)
Rich Roper
Bruner (a fan of Vygotsky)
(Cognitive Interactionist)
Bandura
(Social Cognitive or Social
Learning Theory - SLT)
Vygotsky
(Social Constructivist)
place. But YES, can regress.
Role of physical
environment in
learning
Process(es) by which
knowledge is
constructed
Learning takes place via
interaction with
environment. Mental
processes activated with
environmental interaction
Enactive is very related to
environment – enactive stage
is learning with physical
things.
Knowledge is created and
modified thru constant
interaction with
environment. Existing
knowledge is schema.
Authentic learning helps
learners connect new with
something familiar (existing
in schema)
Assimilate (add new),
Accommodate (change old
to allow for new)
Equilibration
(disequilibrium)!
Key word: Trajectory (from a
learner’s need of interaction
with environment to
interaction with abstract
ideas). Continuous scale
(small increments), with
insight being large
increments of learning.
Very similar to Piaget.
Acquisition and
transformation, check against
cultural frame of reference.
Note that cultural influences
naturally involve social
influences.
Cognition is developed by
interaction of behavior
and environment,
includes watching others.
(behavior affects enviro,
enviro affects behavior);
reinforcement and
punishment. Triangle
with corners of: behavior,
personal factors, and
environment.
Learners behave, get
feedback from that
behavior (direct)
(see/experience the
consequences) and form
mental representations
(form schema?). They can
also observe others
behavior (vicarious) and
process similarly.
Behavior can be encoded
cognitively either 1)
visually with images –
abstractions) or 2)
Symbolically – math,
music, language).
Self efficacy (confidence
in learning ability) is very
Minimal if any. Hey,
language is supreme!
Language most
important impact on
learning. Reliance on
culture, culture is
dynamic. Learning
occurs in 2 general
stages/phases/steps:
first on the social level,
then on the individual
level. All higher order
functions originate as
relationships between
people.
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Stage or Process
Role of social
interaction in
learning
Piaget
(Genetic Epistemology)
Bruner (a fan of Vygotsky)
(Cognitive Interactionist)
3 types of knowledge
(Physical, Logical/Math,
Music?, and Social). Social
requires interaction with
others and is specific to the
learners culture.
NOT primary method.
Role of culture in
learning
Used to develop social
knowledge
Role of
metacognition in
learning
Rich Roper
NO, maybe part of formal
operational stage
Bandura
(Social Cognitive or Social
Learning Theory - SLT)
important ingredient of
learning.
Vicarious learning by
observing others.
Depends on respect of
the model by the
observer/learner.
CULTURE IS EVERYTHING.
Learners learn knowledge as
it is presented to them thru a
cultural filter. Cultures
provide a frame of reference.
Reflective thinking, based on
cultural filters is big role in
this theory.
Learners need to be ready for
instruction, so need to be
familiar with meta-cognitive
learning skills to learn some
material well. Focus on
relevant info: learners need
to develop ability to filter out
un-relevant info.
Triangle of Reciprocal
Determinism: Overt
behavior impacts
Environment impacts
Personal Factors and each
affects the other.
Vygotsky
(Social Constructivist)
Learning IS a social
process. Social
interaction a core
ingredient in learning
process. Learners
observe others and
incorporate their
observations into their
schema. This cognitive
processing of
observations is called
mediation.
Development depends
on internalizing
cultural tools, but
these tools change
over time. Mediation:
using tools or a
medium to convey
info/meaning.
Use of self regulatory
techniques: monitoring
goal attainment, adjusting
goal achievement
Not a significant role.
strategies, checking
feelings about learning
goals, etc. Use self
imposed consequences
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Stage or Process
Role of semiosis
(symbolism) in
learning and
development
Role of language in
learning
How “readiness” of
learner fits into
theory
Rich Roper
Piaget
(Genetic Epistemology)
Bruner (a fan of Vygotsky)
(Cognitive Interactionist)
Semiotic learning (using
symbols or signs to
represent objects or events)
steps occur in the pre-op (27 yrs) stage. Play and
pretend in early stages, then
gets more abstract.
Symbols is highest of the 3
learning stages. The 3 stages
in order or low to high:
Enactive, Iconic (pictures),
Symbols (math, music,
language).
Bandura
(Social Cognitive or Social
Learning Theory - SLT)
Stronger than Vygotsky.
(“I’ll get myself a piece of
choc cake when I finish
reading this 20 page
Gredler article – in about
2 days!”)
Transfer of knowledge
into other contexts.
Since language is a type of
semiosis, see above.
Interaction between student
and teacher no primary.
Symbolic representations.
Knowledge can be
encoded w/language.
(verbal-conceptual) – this
helps, but not
fundamental.
This relates to “the American
Question” (can learning be
“sped up” –occur
earlier/faster. Piaget
suggests not. “Ya gotta be in
the stage, dude”
Learner needs to be ready for
instruction, and instruction
needs to be ready
(appropriate) for the learner.
Ready (not like Utes vs
TCU on Nov 6)and
motivated.
Vygotsky
(Social Constructivist)
Language is verbal
thought.
Development of
language has very
strong impact on
cognitive processing.
Language frees
learners from
particular situational
constraints, allowing
learners to apply
concepts in different
contexts.
ZPD: area of
exploration that the
learner is ready for, but
needs guidance from
teacher (social
interaction!) to get
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Stage or Process
Piaget
(Genetic Epistemology)
Rich Roper
Bruner (a fan of Vygotsky)
(Cognitive Interactionist)
Bandura
(Social Cognitive or Social
Learning Theory - SLT)
Vygotsky
(Social Constructivist)
through.
Goal of
learning/education
Role of Teacher
Weakness
Students confront
inconsistencies
(equilibration) and deal with
it.
Guide for learners, support
for exploratory learning
Stage aspect does not reflect
empirical observations.
More learning advancement
beyond the last stage.
Learners appreciate the value
of exploratory problem
solving. Intrinsically
motivated learners. Problem
solvers! Efficient use of
cognitive skills. Intellectual
honesty (if don’t know, admit
it and go discover and solve!).
Learners are autonomous and
self propelled.
Use instruction that best
matches the culture, or
respects the importance of
culture. Use examples and
non-examples.
First understand where
students are re: prior
knowledge and modes of
thinking (what stage they are
in – Enactive, Iconic,
Symbolic). Steer discovery
learning.
Self efficacy (confident),
self propelled.
Independent learners?
How to think is more
important than what
knowledge/facts you
possess.
Teacher efficacy very
impactful on learners
learning experience.
Push within ZPD via
interaction with others.
Teacher provides
scaffolding at
appropriate levels,
then slowly removes
the scaffolding.
Hard to implement the
self efficacy concept; self
regulation also hard to
manage/monitor.
Peer scaffolding can be
ineffective or
detrimental if peers are
unskilled. Teachers
might be better, but
may have limitations
on relating to learners.
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Rich Roper