Topic 7-Interactional Theories
Transcript of Topic 7-Interactional Theories
-
8/3/2019 Topic 7-Interactional Theories
1/36
Topic 7: Interactional Theoriesof Cognitive Development
-
8/3/2019 Topic 7-Interactional Theories
2/36
Objectives
Discuss Bruners models of representation
Discuss the course of cognitive growthApply the Vygotskys concepts of cognitive growth toinstruction
Determine the difference between good and back
interaction design
Apply concepts of user experience and usability tointeraction design
-
8/3/2019 Topic 7-Interactional Theories
3/36
Readings and Resources Driscoll Chapter 7: Interactional Theories of
Cognitive Development Preece, Rogers & Sharp: Chapter 1: What is
interaction design?
http://tip.psychology.org/bruner.html http://tip.psychology.org/vygotsky.html http://psych.hanover.edu/vygotsky/subbot.html http://en.wikipedia.org/wiki/Interaction_design
http://tip.psychology.org/bruner.htmlhttp://tip.psychology.org/vygotsky.htmlhttp://psych.hanover.edu/vygotsky/subbot.htmlhttp://en.wikipedia.org/wiki/Interaction_designhttp://en.wikipedia.org/wiki/Interaction_designhttp://psych.hanover.edu/vygotsky/subbot.htmlhttp://tip.psychology.org/vygotsky.htmlhttp://tip.psychology.org/bruner.html -
8/3/2019 Topic 7-Interactional Theories
4/36
Key Terms
Discovery Learning
EnactiveIconic
Intersubjectivity
MediationSymbolic
Scaffolding
Zone of Proximal Development (ZPD)
-
8/3/2019 Topic 7-Interactional Theories
5/36
BrunerSequence ofrepresentational systems
children acquire throughwhich they understand theirworlds
Role of culture in the course
of cognitive growth and ofschooling as an instrumentof culture in humandevelopment
Click to edit Master text stylesSecond level
Third level Fourth level
Fifth level
http://educationupdate.com/archi
http://educationupdate.com/archives/2005/Nov/html/col-jeromebutler.htmlhttp://educationupdate.com/archives/2005/Nov/html/col-jeromebutler.html -
8/3/2019 Topic 7-Interactional Theories
6/36
Models of Representation Enactive stage:Action or patterned motor
acts. Knowledge is stored mainly in the form of
motor responses. Iconic Stage: Conventionalized imagery and
perception. Knowledge is stored primarily in theform of visual images.
Symbolic Stage: Language and reason.Knowledge is stored primarily as words,mathematical symbols, or in other symbolsystems.
-
8/3/2019 Topic 7-Interactional Theories
7/36
Models of Representation
Mode Definition Implications forInstruction
Enactive Representing onesunderstandingthrough motorresponses
Use manipulablesand tactileinstruction withyoung learners toteach conceptswhere learners haveno prior experience.
Iconic Using images toorepresentunderstanding
Accompanyinstruction withdiagrams and otherstrategies thatappeal to theimagination.
Symbolic Using symbols suchas mathematics and
music to representunderstandin
Use familiar symbolswhen teaching new
concepts in a topicthat learner has
-
8/3/2019 Topic 7-Interactional Theories
8/36
Sequence and Instruction
To determine what mode of representation is optimalrequires knowing something about learners prior
knowledge and dominant mode of thinking
Speed of learning or transfer of learning may dictatewhat representation models should be included in theinstruction
Spiral curriculum as a strategy for translating materialinto childrens mode of thought
-
8/3/2019 Topic 7-Interactional Theories
9/36
Discovery Learning Bruner defined discovery all forms of obtaining
knowledge for oneself by the use of ones own
mind Involves finding regularities and relationships in
the environment Learners devise strategies for searching and
finding out what the regularities andrelationships are
Learners must determine what variables arerelevant, what information should be sought
about those variables, and when information is
-
8/3/2019 Topic 7-Interactional Theories
10/36
Promoting Discovery Learning
Teacher:
Asks certain kinds of questions
Prompts certain hypotheses during problem-solving
Models conduct of inquiry
Need for reflectionGuided practice
-
8/3/2019 Topic 7-Interactional Theories
11/36
Inquiry Teaching Selecting positive and negative exemplars Varying cases systematically Selecting counterexamples Generating hypothetical cases Forming hypotheses Testing hypotheses Considering alternative predictions Entrapping students Tracing consequences Questioning authority
-
8/3/2019 Topic 7-Interactional Theories
12/36
Effective Teaching
A set of strategies for systematically selecting casesthat will facilitate student achievement of a
particular, top-level goal
As it proceeds teachers adjust their questionsaccording to their model of the student
As teachers identify the specific problems they addsub-goals too their agenda
Teachers use priority rules for adding sub-goals
-
8/3/2019 Topic 7-Interactional Theories
13/36
Inquiry Teaching
Present Cases
Vary Cases Systematically
Present Counterexamples
Generate hypothetical cases
Prompt Students to Form and Test
Hypotheses
Provide Alternative Predictions to
Consider
-
8/3/2019 Topic 7-Interactional Theories
14/36
Culture and Cognition
Culture influences the manifestation of inherentcompetence
Demands of respective cultures have made it likelyfor them to develop different manifestations oftheir abilities.
What goes on in schools should equip studentswith the cognitive skills required for utilization andcontrol of the resources of the culture
-
8/3/2019 Topic 7-Interactional Theories
15/36
Culture and Cognition Children should be accepted as member and
participants in the culture and provided
opportunities to make and remake the culture ineach generation
Performance differences evident in theclassroom should be viewed in the context of
situational difference in how the children havelearned to apply their skills outside if theclassroom
By understanding how skills are influenced by
culture, teachers will be in a better position to
-
8/3/2019 Topic 7-Interactional Theories
16/36
Bruner: Theory of Instruction Theories of development and instruction go
together Cognitive growth is a matter of growing from
inside and outside Some environments push cognitive growthbetter, earlier, longer than others
Goal of effective instruction is to tread the fineline between economy of representation andpower of representation to convey importantmeanings.
Knowledge getting dictates type of strategies to
-
8/3/2019 Topic 7-Interactional Theories
17/36
VygotskyBelieved that individualdevelopment could not be
understood withoutreference to the social andcultural context withinwhich such development isembedded
Click to edit Master text stylesSecond level
Third level Fourth level
Fifth level
http://web.syr.edu/~agforbes/K
http://web.syr.edu/~agforbes/KB-C/Other%20Proponents%20of%20Cognitivism.htmlhttp://web.syr.edu/~agforbes/KB-C/Other%20Proponents%20of%20Cognitivism.html -
8/3/2019 Topic 7-Interactional Theories
18/36
Themes in Vygotskys TheoreticalFrameworkReliance on genetic or developmental method
Claim that higher mental processes in theindividual have their origin in social processes
Claim that mental processes can be understoodonly if we understand the tools and the signs that
mediate them
-
8/3/2019 Topic 7-Interactional Theories
19/36
Vygotskys Developmental Method Was concerned with how human beings came to
develop higher psychological processes Was interested in how individuals through
childhood come to presses the cognitivefunctions they later exhibit in life
Believed it was important to study the natural
development of cognitive skills in humans, tomake cross-species comparisons and to considerthe role of socio-historical factors and how theycan mediate development
-
8/3/2019 Topic 7-Interactional Theories
20/36
Natural Process of Development Higher forms of human behavior, individual
actively modifies the stimulus situation as part of
the process of responding to it Vygotskys techniques:
Introducing obstacles that disrupt normal problem-solving
Providing external aids to problem-solving that can beuse in a variety of ways Asking children to solve problems that exceed their
current knowledge and skills
-
8/3/2019 Topic 7-Interactional Theories
21/36
Sociocultural History
Considered the development of intelligence to beinternalization of ones culture
Understanding historical and cultural is importantto understanding human mental functions
Sociocultural and historical perspectives are the
same because cultures can be viewed along acontinuum of social evolution
-
8/3/2019 Topic 7-Interactional Theories
22/36
Mental Functions
Origins
StructureThe way of functioning
The relation to other mental functions
-
8/3/2019 Topic 7-Interactional Theories
23/36
Internalization
Bodies of knowledge and tools of thought first existoutside the child, in the culture of the environment
Development consists of internalization, primarilythrough language, to form their culturaladaptation.
When child internalizes the meaning theinterpersonal activity is transferred into anintrapersonal one.
-
8/3/2019 Topic 7-Interactional Theories
24/36
Zone of Proximal DevelopmentThe difference between what a learner can dowithout help and what they can do with
Full development of ZPD depends on full socialinteraction
The range of skill that can be developed with adult
guidance or peer collaboration is more than whatcan be achieved alone
-
8/3/2019 Topic 7-Interactional Theories
25/36
Learning and Development Development is a precondition for learning Development in learning is more characteristic
of behaviorist and cognitive informationprocessing theories
Acquiring specific prerequisite skills andknowledge within a content discipline is
important Learning involves solving problems that arise
out of conflict-generating dilemmas in everydaysituations
-
8/3/2019 Topic 7-Interactional Theories
26/36
ScaffoldingInstructor should provide the guidance requiredfor learners to bridge the gap between the current
and desired skill level
Partners should come to some degree of jointunderstanding about the task to be completed
-
8/3/2019 Topic 7-Interactional Theories
27/36
Role of Language The signs children establish in their imagination
can make up a complex symbol system which
they communicate through verbal and non-verbal gestures
Vygotsky believed that language constitutes themost important sign-using behavior to occur
during cognitive development because it freeschildren from constraints of their immediateenvironment
Provides for decontextualization where signs
become more and more removed from a
-
8/3/2019 Topic 7-Interactional Theories
28/36
Interaction DesignRefers to the structure and definition of thebehavior of a system, the surrounding
environment, corresponding artifacts, and theelements whom communicate the aforementionedbehavior.
Concerned with how to design user experiences
-
8/3/2019 Topic 7-Interactional Theories
29/36
Interaction DesignInteraction design is the discipline that defines thebehavior of products and systems that users
interact with
Practice centers on technology systems such assoftware, mobile devices, etc.
-
8/3/2019 Topic 7-Interactional Theories
30/36
What to DesignConsider who is going to use them
Understanding the kinds of activities that people aredoing when interacting with the products
The appropriateness of different kinds of interfacesand arrangements of input and output devices
depends on what kinds of activities need to besupported
-
8/3/2019 Topic 7-Interactional Theories
31/36
Optimizing User InteractionAccount what people are good or bad at
Consider what might help people with the way they are
currently doing things
Think through what might provide quality user experience
Listen to what people want and getting them involved in thedesign
Use tried and tested user-based techniques during thedesign process
-
8/3/2019 Topic 7-Interactional Theories
32/36
People in User DesignEngineers
Designers
Programmers
Psychologists
Sociologists
Educators
Etc
Include people with different backgrounds to bring
different perspectives
-
8/3/2019 Topic 7-Interactional Theories
33/36
Process of Interaction DesignIdentify needs and establishing requirements for theuser experience
Develop alternative designs that meet thoserequirements
Building interactive versions of the designs so that
they can be communicated and assessedEvaluating what is being built throughout theprocess and the user experience it offers
-
8/3/2019 Topic 7-Interactional Theories
34/36
Usability GoalsEffectiveness
EfficiencySafety
Utility
LearnabilityMememorability
-
8/3/2019 Topic 7-Interactional Theories
35/36
Design PrinciplesVisibility
FeedbackConstraints
Consistency
Affordance
-
8/3/2019 Topic 7-Interactional Theories
36/36
Summary Predisposition towards learning Social interaction plays a fundamental role in the
development of cognition. Cognitive development depends on the zone of
proximal development Interaction design should pay attention to users
should be able to interact with interface andinstructional products.
Importance of having a better understanding ofpeople in the contexts in which they live, work,
d l