Cognitive Development · 认知发展
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| Piaget/ˈpaɪəɡɪt/ | 皮亚杰 | pí yà jié |
| accommodation/əˌkɒməˈdeɪʃn/ | 顺应 | shùn yìng |
| conservation/ˌkɒnsəˈveɪʃn/ | 守恒 | shǒu héng |
| Vygotsky/vaɪˈɡɒtski/ | 维果茨基 | wéi guǒ cí jī |
| Scaffolding/ˈskæfəʊldɪŋ/ | 支架 | zhī jià |
| Crystallised intelligence/ˈkrɪstəlaɪzd ɪnˈtelɪdʒəns/ | 晶体智力 | jīng tǐ zhì lì |
| Fluid intelligence/ˈfluːɪd ɪnˈtelɪdʒəns/ | 流体智力 | liú tǐ zhì lì |
A child insists the taller glass holds more
- Pour the same water into a tall thin glass and a child says there is now more.
- The child is not guessing — the answer follows from how they reason.
- Cognitive development is about how that reasoning changes.
孩子坚持认为高杯子装得更多
- 把同样多的水倒进又高又细的杯子,孩子会说水变多了。
- 孩子并不是在瞎猜——这个答案是从他们的推理方式中推出来的。
- 认知发展研究的正是这种推理方式如何变化。
Piaget: building and rebuilding schemas
- According to Piaget 皮亚杰, children build schemas and change them through assimilation and accommodation 顺应.
- Development moves through stages, each with its own characteristic reasoning.
- The tall-glass error is a failure of conservation 守恒 — the understanding that quantity survives a change in shape.
皮亚杰:建立与重建图式
- 按皮亚杰(Piaget)的说法,儿童建立图式,并通过同化与顺应(accommodation)改变它们。
- 发展经由若干阶段推进,每个阶段都有其特有的推理方式。
- 高杯子的错误是守恒(conservation)未能建立——即量在形状改变后仍保持不变的理解。
A child who says a tall thin glass holds more than a short wide one has not yet grasped... · 认为又高又细的杯子比又矮又宽的装得更多的孩子,尚未掌握……
Conservation · 保护生物学 (Conservation) is the understanding that quantity survives a change in shape. · 守恒是指量在形状改变后仍保持不变的理解。
Select all · 所有 the Piagetian processes the CED names. · 选出 CED 点名的所有皮亚杰式过程。
Scaffolding is Vygotsky's term, not Piaget's. · 支架是维果茨基的术语,不是皮亚杰的。
Vygotsky: learning is social
- According to Vygotsky 维果茨基, children are social learners who develop by interacting with others.
- Scaffolding 支架 is the support a more capable person gives, then gradually removes.
- Where Piaget watches a child discover, Vygotsky watches a child be helped.
维果茨基:学习是社会性的
- 按维果茨基(Vygotsky)的说法,儿童是社会学习者,通过与他人互动而发展。
- 支架(scaffolding)是更有能力者所提供、并逐步撤除的支持。
- 皮亚杰观察孩子自行发现,维果茨基观察孩子如何被帮助。
Climb Piaget's four stages · 拾级而上:皮亚杰的四个阶段
Each stage is defined by what the child can now do that they could not before — and by what they still cannot. · 每个阶段由孩子现在能做而此前不能做的事来界定——也由他们仍然不能做的事来界定。
The support a more capable person gives and gradually removes is called ____. · 更有能力者所提供并逐步撤除的支持称为 ____。
Scaffolding is Vygotsky's account of how social interaction produces development. · 支架是维果茨基关于社会互动如何产生发展的解释。
Do not answer "does intelligence decline with age?" with a single word. Crystallised intelligence is generally maintained while fluid intelligence generally declines — an answer that names only one has answered half the question.
不要用一个词回答"智力是否随年龄下降?"。晶体智力通常得以保持,而流体智力通常下降——只点出其中一项的答案,只回答了一半。
Match each theorist to what their account explains best. · 把每位理论家与其解释得最好的内容配对。
The two child theories describe different conditions, not competing truths. · 两个关于儿童的理论描述的是不同条件,而不是相互竞争的真理。
Using the two theories against each other
- Piaget explains what a child can reach alone; Vygotsky explains what they can reach with help.
- The two are not rivals so much as descriptions of different conditions.
- A strong answer says which condition the question describes.
把两个理论相互对照使用
- 皮亚杰解释孩子独自能达到什么;维果茨基解释孩子在有帮助时能达到什么。
- 两者与其说是竞争关系,不如说是对不同条件的描述。
- 有力的答案会说清题目描述的是哪种条件。
Crystallised and fluid intelligence both decline steadily across adulthood. · 晶体智力与流体智力在成年期都稳步下降。
Crystallised is generally maintained or grows; only fluid generally declines. · 晶体智力通常得以保持甚至增长;通常下降的只有流体智力。
Cognition across adulthood
- Crystallised intelligence 晶体智力 — accumulated knowledge and skills — is generally maintained or grows.
- Fluid intelligence 流体智力 — reasoning with novel problems — generally declines.
- Because they move in opposite directions, "does intelligence decline with age?" has no single answer.
成年期的认知
- 晶体智力(crystallised intelligence)——积累的知识与技能——通常得以保持甚至增长。
- 流体智力(fluid intelligence)——面对新问题的推理——通常下降。
- 由于两者方向相反,"智力是否随年龄下降?"并没有单一答案。
A child who cannot solve a puzzle alone solves it with a few hints, then solves the next one unaided. Piaget would look at what she could do at the start; Vygotsky looks at the gap the scaffolding closed.
一个孩子独自解不出某道谜题,得到几句提示后解出了它,随后又独立解出了下一道。皮亚杰会看她一开始能做什么;维果茨基看的是支架所弥合的那段差距。
Piaget explains development through schemas changed by assimilation and accommodation, with conservation as a marker. Vygotsky explains it socially, through scaffolding. In adulthood, crystallised intelligence holds while fluid intelligence declines.
皮亚杰通过被同化与顺应改变的图式解释发展,并以守恒为标志。维果茨基从社会角度、通过支架来解释。在成年期,晶体智力保持,而流体智力下降。