and literate mind Week 12 NJ Kang Psychology What is logical thinking Piaget views on the nature of mature logical thinking Pre operational not able to have logicism Concrete operational ID: 616959
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Slide1
Logicism and literate mind
Week 12 NJ
Kang PsychologySlide2
What is logical thinking?Piaget views on the nature of mature logical thinking. Pre operational
not able to have
logicism
Concrete operational
Yes, but need concrete objects or situation.
Formal operational
Yes and do not need concrete objects.
Education cannot help children to gain logical thinking.Slide3
Criticism Piaget never suggested that adults typically reason in logical terms. A good deal of everyday thinking is practical and intuitive, not formal and logical
Piaget tried to modify his own theory about the formal operational stage of development.
this stage may not emerge from self-directed, every day interactions in the world but from specific educational experiences.
Like
Vygotsky
, Bruner and Donaldson, Piaget accepts the importance of a fluent, articulate command of language to foster the transition from concrete to formal operational thinking. verbal reasoning is a major vehicle or medium upon which logical operations operate. deaf people cannot operate formal operational ones so in Piaget, logical thinking is what makes fluent reading and writing possible?
Piaget didn’t highlight the role of education becoming formal operational person. Slide4
LogicismSlide5
Differences between concrete and formal ways of thinkingConcrete operational children need to have concrete object to understand logical phenomenon or concepts
Humble beam balance
the same weight keep the balance how the weight interact with the distance.
According to Piaget, what they cannot do is discover how to co-ordinate the effects of the two systems of concrete operations; weight and distance.Slide6
To concrete operational group we have to teachConcept of Commutativity.
Show them
5 weight X 1 distance = 1 weight X 5 distance.
We can give them 6 weight x 2 distance = 4 weight x ( distance)?
Understanding the concept of the moment and the relation between the
behaviour
of the beam balance and mathematical equations demands formal operational thinking
A moment cannot be seen but constructed.Slide7
Procedural knowledge: knowing how to solve equationsConceptual knowledge: connecting physical phenomena and how to solve the task (equation)
Abstract concepts like money, profit, honesty, fairness, time, socialization, or rights and obligationsSlide8
Rule: Green box 5gr. Blue box 10 gr.
Which one’s heavier?
Make a Rule: to make green box and blue box the same weightSlide9
How many steps of analogies ?Slide10
How do we teach the concept of money and different currency of the different nations to concrete and formal operational groups?Slide11
Logicism
Piaget’s theory, in part, from his view that the structure of intelligence develops towards increasing levels of abstraction, generality and stability.
But logic is, not the source of most of our insights, but the premises or assumptions upon which it is based, from which inferences are drawn, may be at variance with reality
Assumption(s
)
Maybe something pulls it down?
Observe something from the reality
e.g.Why
apple falls not goes up?
Theory of LogicSlide12
Piaget’s view of adolescent intelligence
Idealistic schemes
(
Logic) Idealism
The self is strong enough to reconstruct the universe and big enough to incorporate it
Systems of reality
They often appear over-idealistic and hypercritical of the adult world
To play with logic
To deduce the conclusions using her theories of the world and
To test these against realitySlide13
Critique 1: Logic and common sense
Logic and logical necessity
Blue body with pink feet is blue whale
.
Common sense certainties?
Logic is not synonymous with common sense Slide14
Logical conclusions are not so easily evaluated
(
Wason
and Johnson-Laird, 1972)
A card has a red square on one side, then it must have a vowel on the other.
Then a card has a vowel on one side has the red square on obverse side?
If a red square must have a vowel on its obverse side, then it follows that a card bearing a consonant must not have a red square on its other side.
If it did, we would have discovered a red square which did not accompany a vowel, and this would violate the rule. Slide15
Logical conclusions are not so easily evaluated
(
Wason
and Johnson-Laird, 1972)
A card has a red
colored object
on one side, then it must have a vowel
R
on the other.
Then a card has a vowel
R
on one side has the red colored object on obverse side?
If a red colored object must have a vowel
R
on its obverse side, then it follows that a card bearing a vowel
Y
must not have a red colored object on its other side.
If it did, we would have discovered a red square which did not accompany a vowel, and this would violate the rule. Slide16
If a man is a Texan then he is tall.Any tall man must be a Texan?Slide17
Cole et al., 1971. studies Kpelle, a Liberian tribe.
Illogicality of these people? Primitive minds?
Can happen to us.
Plausibility
Make sense in the reality
Rationality
Use of logicality
Solve Slide18
Conclusions tend to depart from the dictates of logic.
Fallacy of affirming the consequent:
If p then q, it follows that if q then p.
If it rains (p), I will go to the cinema (q)
If I go to the cinema (q), then it will rain (p)?
How can we use this in our ELT?Slide19
Failures of logic
Logical inferences are not synonymous with implications that we draw from what is said in everyday discourse.
Logic is a special system of thinking that, like mathematics, ---Slide20
Piaget never implied that
every day communication is governed by formal operationsSlide21
Becoming LiterateSlide22
Becoming literate
Not an another way of communicating or a new code for representing speech.
Rather,
writing and reading make novel demands
on children and involve them in learning how to
exploit
new functions of language.
Understanding rules of language; phonics, phoneme, morpheme, punctuation and exploiting for meaning expressing. Slide23
How can we link between logic and literateSlide24
Writing poem, visualization Slide25Slide26Slide27
I'm sorry my baby
Just know mommy loves you.
I wasn't ready for a child,
It's nothing against you.
I love you my baby,
My sweet beautiful girl.
If I could have kept you,
You would have been my whole world.
Just know mommy loves you,
You'll be safer where you are.
I pray that you forgive me,
Watch out for me from afar.
I love you my baby,
Just the way you would have been,
Just the way you are.
I hear it crying in the night,
Even though it's not really there.
I killed my baby,
An innocent life,
Before anyone knew she was there.
Before anyone could stop me,
Before anyone could care
I didn't know what I was doing,
I was acting without thinking.
I
wasn''t
ready for a baby.
I didn't know what I was seeking.
I killed my baby girl,
I didn't know what else to do.
She will never enter this world,
She'll never know what I knew.Slide28
Literacy and decontextualization
Oral communication rests on much more than the words they use.
Writing requires children to bear all the burden of responsibility for making what they are trying to mean intelligible and accessible to their readers. Slide29
Creative writing samplesSlide30
Effective writer
Must act both as the presenter and the receiver of communication.
Self Editing (self instructions) the written works make better one than one who don’t.
It is de-centring and disembedding process. Slide31
The written and the spoken word: learning to read.Slide32
Writing: less context sensitive than speech.
For children it’s radically new ways of thinking about language itself.
Children’s discovery of the fact (the same word has several functions) is facilitated by learning to read and write.
Being able to write well demands the capacity to take other people’s perspectives and states of mind into consideration and the ability to set up, in language situations that, in conversational exchanges, may be given and taken for granted.Slide33
Prosody and punctuation
Use of written symbols like full-stops, commas avail them to express feelings
Reading demands interpretation.
Children have to learn how to interact with text in order to interpret its writer’s intended meaning. Slide34
Expert readers
Often read loud and taking themselves about the text when they face difficulties.
In so doing, they can try out various interpretations.
They seem to pass straight from visual symbols to construct an interpretation of the meaning of what they are reading. Slide35
Examples Yoon’s research samplesPicture walk ; Zoo keeperSlide36
Writing and planning and self-regulation.
The written word is a poor medium for representing prosodic informationSlide37
End focus
Competence speakers naturally do: lay stress on the final element in a clause, ‘end focus’.
I went to the village on the
hill.
can be applied in the written text.
The students’ results were
outstanding
.
The students’
results
, to their surprise and delight, were
outstanding
.
The queen gave him a pen.
He was given a pen by the queen. Slide38
Save the best until last.
Onward, towards the tiny light, the weary refugees dragged their precious burden. Slide39
Am I the longest?
Little Boa
’
s AdventureSlide40
A little Boa snake was walking happily in the forest.
“
My mom told me that I am the longest snake in the whole world.
”
Said the little boa snake.
“
La la la
”Slide41
“
Oh! There is a snake.
”
Said the little boa snake.
“
Am I longer than him? Hm~ well, I will find it
out.
”
said the little boa snake to himself and
slowly crawled to the snake.
“
Hi, how are you?
I am Boarino.
”
said the little boa snake.
“
Prr Prr. Hi! I am Ratto. I am the rattle snake
”
replied the rattle snake slowly rattling his bells.Slide42
“
Um Um
…
, My mum told me that I am the longest snake in
the whole world.
”
said the little snake in a small voice.
“
What? You are the longest snake? Ha Ha Ha.
”
The rattle snake laughed loudly.
“
Um ~ So I think I am longer than you
”
Said the little boa snake in a very small voice.
“
Oh! Boy! I don
’
t think so. I think I am longer than you
”
said the rattle snake confidently rattling his tails .
“
I don
’
t think so. I think I am longer than you
”
Said the little boa snake in a loud voice.
“
No I am longer than you
”
replied the little rattle snake in a loudervoice.
“
OK, then, let
’
s measure!
”
said the little boa snake.
“
OK!
”Slide43
“
Tara!
”
shouted the little boa snake and the little rattle snake.
“
You see? I am longer than you. Ha Ha Ha
”
said the little boa snake laughing merrily.
“
Oh, no!!! .
”
sighed the little rattle snake sadly and he went away.
“
Hooray! I am the longest snake in the whole world!!!
”
shouted the little boa snake merrily.Slide44
After a while, in the woods, the little boa snake
found another snake, a cobra sleeping under the
rocks.
“
Oh! There is another snake
”
said the little boa
snake fixing a big smile on his face.
“
Hee, Hee, I am longer than him.
”
the little boa
snake confidently whispered to himself and
crawled towards him.
“
Hi? I am Boarino.
”
said the little boa snake.
“
Um? Hi!
”
replied the cobra snake without paying
attention.
Slide45
“
My mum told me that I am the longest snake in the whole world. So I think I am longer than you
”
said the little boa snake clearly.
“
What?
”
replied
the Cobra waking up from his sleep.
“
My mum told
me that I am the longest snake in the
whole world.
So I think I am longer than you
”
said the
little boa snake
in a loud voice.
“
----
“
The little
cobra looked at the boa snake closely
and said confidently
“
Oh I don
’
t think so. I think I am longer than you
”
.
“
Oh I don
’
t think
so. I think I am longer than you
”
said the
little boa snake
in a loud voice.
“
No I am longer than you
”
replied the little cobra snake in a louder voice
.
“
OK, then Let
’
s measure!
”
Said the little boa snake.
“
OK!
”Slide46
“
Tara!
”
shouted the little boa snake and the little cobra snake.
“
You see? I am longer than you. Ha Ha Ha
”
said the little boa snake laughing merrily.
“
Oh No!!!!!
”
sighed the little cobra snake sadly and went away.
“
Hooray! Hooray! I am the longest snake in the whole world!!!
”
shouted the little boa snake very happily.
Slide47
After a while, by the lake, the little boa snake found another snake, swimming in the lake.
“
Oh! There is another snake
”
said the little boa snake fixing a big smile on his face.
“
Hee, Hee, I must be longer than him.
”
the little boa snake said confidently to himself and crawled towards him.
“
Hi? I am Boarino
”
said the little boa snake.
The snake in the lake did not say anything.
“
My mum told me that I am the longest snake in the whole world. So I think I am longer than you
”
shouted the little boa snake clearly.
“
What?
”
asked the snake popping her head out of the water.
“
My mum told me that I am the longest snake in the whole world. So I think I am longer than you
”
shouted the little boa snake in a louder voice.
“
----
“
The snake looked at the boa snake closely and said confidently
Slide48
“
Oh I don
’
t think so. I think I am longer than you
”
.
“
Oh I don
’
t think so. I think I am longer than you
”
said the little boa snake in a loud voice.
“
No I am longer than you
”
the snake replied gently.
“
OK, then Let
’
s measure!
”
Shouted the little boa snake.
“
OK!
”
“
Tara!
”
shouted the little boa
snake and the other snake.
“
You see? I am longer than
you. Ho Ho Ho
”
said the snake
smiling gently.
“
Oh No!!!!!
”
said
the little
boa snake sadly and asked.
“
Who are you?
”
Slide49
“
Ho, Ho. I am
an Anaconda
”
said the snake.
“
Oh Anaconda. I think you are the longest snake in the whole world!
”
said the little boa.
“
Ho, ho, ho, thanks! But you are a very long snake too.
”
said the snake swimming in the lake.Slide50
How can we link logical thinking and literacy development?.
Concrete operational
Formal operational Slide51
Reading is more superior than visual (Walker, in Perera, 1984)
In all age groups
Read more remember than watching.
Learns to read write, speech begins to inherit structures encountered in written text.
A child with fluent levels of literacy has linguistic structures and skills in planning which enable her to create interesting, informative, dramatic and coherent narrative. Slide52
A reader is able to read text faster rate than she normally hears speech.
But when people leave the school or do not have chances to make a shift from unfunctional to functional literacy cannot make it. Slide53
Why do some children find learning to read so difficult?Slide54
Oral difficulty causes written difficulty.
Predict children who have problems either in hearing or in
analysing
the sound patterns of speech will face reading problems because they lack the necessary basis for learning how to ‘encode’ written symbols into speech sounds.
But it’s not a natural product of the ability to talk.
An object of attention or study.
Children learn literacy through quite different developmental routes, e.g. nursery rhymes, stories, word play and language games. Slide55
Fun factors; words game, stories etc
Enable them an awareness of the various levels and functions of language and may be an important preparation for the achievement of literacy itself. Slide56
Life experience and understanding written language complexity
To understand why different types of writing exist and the way in which these variations in the purpose of the intended communication lead to demands for different styles of writing and in consequence, entail a knowledge of special linguistic devices.
Lack of experience of a certain texts.
Effects of home circumstances, access to books at home, regular readingSlide57
Final Assignment.
Option 1
Design one lesson plan for teaching reading using other subject areas and logical thinking appropriate for both concrete and formal operational group or pre-operational children.
Explain how the activities can be used for these groups differently reflecting theories.
Option 2
Select one chapter or a unit of a ELT text book and evaluate activities of this chapter or unit on the basis of theories in child psychology.
Modify these activities following the evaluation and reflecting theories
Option 3
Design one lesson plan for teaching reading using other subject areas using logical thinking appropriate for one of concrete and formal operational group or pre-operational children.
Conduct an experimental lesson and report of how the children respond to the lesson plan compared to other lessons. Slide58
Concepts of logic and literacy
Concepts of logic
Reflection in teaching readingSlide59
Final