PED3701 ASSIGNMENT 2 2022
ANSWERS AND GUIDELINES
, QUESTION 1:
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues throughout
adulthood. Does this suggest that once one reaches this level of cognitive development that they
plateau? Or, are there different levels of formal operations? (4)
According to Piaget's theory, the formal-operational stage is the highest level of cognitive
development. By this he implies that no further cognitive development takes place after this stage.
However, recent theories and research findings have contradicted this (Newman & Newman 2012).
Adults indeed think differently from adolescents. This higher cognitive development stage is referred
to as post-formal thought or reasoning. There is a fifth stage of cognitive development, the problem-
finding stage (Arlin in Rice & Dolgin 2008). This stage can only be reached if the formal-operational
stage has been accomplished. This stage represents an ability to discover problems, or to raise
general questions for ill-defined problems
1.2 According to which theory is group-work encouraged? Why does this scientist see it as
important? (4)
Vygotsky's sociocultural theory, Vygotsky's theory supports the use of cooperative learning. Through
cooperative learning, learners work together to help each other. Peers usually operate within each
other's ZPD, providing models of slightly more advanced thinking for each other. During this process,
private speech is observable by the group, in other words, learners benefit from each other when
they hear how group members talk themselves through a problem (thinking out loud) (Slavin 2012).
Research found that people who use private speech to talk themselves through difficult tasks are
able to carry out the tasks more successfully than those who do not use private speech (Berk, Mann
& Ogan 2006; Levine & Munsch 2011). Thus, Vygotsky's ZPD has led many teachers to realise that
good learning does not develop naturally, but happens in association with other people.
Interpersonal relations therefore play an important role in any teaching and learning situation
1.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does he
consider to be the most important? Why do you say so? (2)
Creative intelligence is, for example, the ability to solve new problems and also the ability to solve
familiar problems in an automatic way, so that the mind can handle other problems at the same
time. On the strength of his triarchic theory, Sternberg (1984) claims that intelligent behaviour can
be taught, and a number of academics endorse this belief. Sternberg is unique in emphasising
creativity as an intelligence (Santrock 2013).
1.4 Discuss the relationship between Bronfenbrenner’s ecological theory and the factors that
influence intelligence. (10)
Ecological systems theory: This theory looks at a child’s development within the context of the
system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex
“layers” of environment, each having an effect on a child’s development. This theory has recently
been renamed “bioecological systems theory” to emphasize that a child’s own biology is a primary
environment fueling her development. The interaction between factors in the child’s maturing
biology, his immediate family/community environment, and the societal landscape fuels and steers
his development. Changes or conflict in any one layer will ripple throughout other layers. To study a
ANSWERS AND GUIDELINES
, QUESTION 1:
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues throughout
adulthood. Does this suggest that once one reaches this level of cognitive development that they
plateau? Or, are there different levels of formal operations? (4)
According to Piaget's theory, the formal-operational stage is the highest level of cognitive
development. By this he implies that no further cognitive development takes place after this stage.
However, recent theories and research findings have contradicted this (Newman & Newman 2012).
Adults indeed think differently from adolescents. This higher cognitive development stage is referred
to as post-formal thought or reasoning. There is a fifth stage of cognitive development, the problem-
finding stage (Arlin in Rice & Dolgin 2008). This stage can only be reached if the formal-operational
stage has been accomplished. This stage represents an ability to discover problems, or to raise
general questions for ill-defined problems
1.2 According to which theory is group-work encouraged? Why does this scientist see it as
important? (4)
Vygotsky's sociocultural theory, Vygotsky's theory supports the use of cooperative learning. Through
cooperative learning, learners work together to help each other. Peers usually operate within each
other's ZPD, providing models of slightly more advanced thinking for each other. During this process,
private speech is observable by the group, in other words, learners benefit from each other when
they hear how group members talk themselves through a problem (thinking out loud) (Slavin 2012).
Research found that people who use private speech to talk themselves through difficult tasks are
able to carry out the tasks more successfully than those who do not use private speech (Berk, Mann
& Ogan 2006; Levine & Munsch 2011). Thus, Vygotsky's ZPD has led many teachers to realise that
good learning does not develop naturally, but happens in association with other people.
Interpersonal relations therefore play an important role in any teaching and learning situation
1.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does he
consider to be the most important? Why do you say so? (2)
Creative intelligence is, for example, the ability to solve new problems and also the ability to solve
familiar problems in an automatic way, so that the mind can handle other problems at the same
time. On the strength of his triarchic theory, Sternberg (1984) claims that intelligent behaviour can
be taught, and a number of academics endorse this belief. Sternberg is unique in emphasising
creativity as an intelligence (Santrock 2013).
1.4 Discuss the relationship between Bronfenbrenner’s ecological theory and the factors that
influence intelligence. (10)
Ecological systems theory: This theory looks at a child’s development within the context of the
system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex
“layers” of environment, each having an effect on a child’s development. This theory has recently
been renamed “bioecological systems theory” to emphasize that a child’s own biology is a primary
environment fueling her development. The interaction between factors in the child’s maturing
biology, his immediate family/community environment, and the societal landscape fuels and steers
his development. Changes or conflict in any one layer will ripple throughout other layers. To study a
