Educational Psychology Essay assignment Ch2: Cognitive and Linguistic Development
*Please answer the questions on a separate piece of paper. You do not need to copy the
questions. I encourage you to do this on a word processor and print multiple copies or photocopy your
answers so that you have them to review for the test (especially for the last chapter before the exam).
*You may NOT work in groups on homework assignments (you must have your own answer)
Short Essay Questions (answer all essay questions in complete sentences. Define all
psychological terms that you use. Use at least 6 sentences per question)
1. Discuss the four stages of cognitive development according to Piaget. For each stage,
give a specific example of what a child might think/do that illustrates that type of
thinking.
2. Analyze the evidence that both genetics/biology and the environment influence
language acquisition and development in children.
Objectives for Chapter 2
Note: the information on information processing views (pg 42-49) will be addressed in chapter 6
1.
Identify four general principles of development and their educational implications.
2.
Describe developmental changes in the brain over the course of childhood and adolescence,
and derive appropriate implications of these changes for educational practice.
3.
Explain basic assumptions and concepts of Piaget's and Vygotsky’s theories of cognitive
development and apply them to classroom practice.
4.
Describe children’s language development, and identify ways to promote children’s
vocabulary, syntactic development, listening and speaking skills, and metalinguistic
awareness.
5.
Identify several benefits of learning a second language, and explain the conditions under
which each of two different forms of bilingual education is effective. (text only)
6.
Compare and contrast behaviorist, nativist and social-pragmatic theories of language
acquisition. Identify evidence which supports these theories.
Vocabulary: maturation, sensitive period (or critical period), neuron, cell body, dendrite, synapse,
neurotransmitter, cortex, myelin (sheath), synaptogenesis, synaptic pruning, myelination, frontal lobe,
occipital lobe, parietal lobe, temporal lobe, lateralization, plasticity, schemes, assimilation,
accommodation, constructivism, discovery learning, equilibrium, disequilibrium, piaget’s stages of
development, egocentric speech, conservation, deductive reasoning, ZPD, scaffolding, cognitive
tools, phonology, morphemes, semantics, syntax, pragmatics, babbling, underextension,
overextension, overregularization, metalinguistic awareness