Definition Essay: Piaget’s Concrete Operational Stage
So you will know the authors a bit better, here is some information.
Anita Woolfolk was born in Fort Worth, Texas, where her mother taught child development
at TCU and her father was an early worker in the computer industry. She is a Texas Long-hornall
her degrees are from the University of Texas, Austin, the last one a PhD. After
graduating, she worked as a child psychologist in elementary and secondary schools in
15 counties of central Texas. She began her career in higher education as a professor of
educational psychology at Rutgers University, and then moved to The Ohio State University
in 1994. Today she is Professor Emerita at Ohio State. Anitas research focuses on motivation
and cognition, specifically, students and teachers sense of efficacy and teachers beliefs about
education. For many years she was the editor of Theory Into Practice, a journal that brings
the best ideas from research to practicing educators. She has published over 80 books, book
chapters, and research articles with her students and colleagues. Anita has served as vice-president
for Division K (Teaching & Teacher Education) of the American Educational
Research Association and president of Division 15Educational Psychology of the American
Psychological Association. Just before completing this edition of Educational Psychology, she
collaborated with Nancy Perry, University of British Columbia, to write the second edition of
Child Development (Pearson, 2015), a book for all those who work with and love children.
Philip H. Winne received his Ph.D. from Stanford University, accepted a position at Simon
Fraser University in 1975, and has happily worked there his entire career. He is a profes-sor
as SFU and previously served as associate dean for Graduate Studies and Research in
the Faculty of Education. His research accomplishments earned him two terms as a Tier I
Canada Research Chair in Self-Regulated Learning & Learning Technologies and election
as a fellow of the American Educational Research Association, the American Psychological
Association, the Association for Psychological Science, and the Canadian Psychological
Association. His research interests include self-regulated learning, metacognition, motiva-tion,
study tactics and learning strategies, adaptive software for research, and promoting
self-regulated learning. To pursue these topics, he leads a team developing state-of-the-art
software called nStudy. As students use nStudy to study online, the software collects
extensive and detailed data about how they study. He has published more than 170 schol-arly
works and served as president of the Canadian Educational Researchers Association,
the Canadian Association for Educational Psychology, and Division 15Educational Psy-chology
of the American Psychological Association. He co-edited the Handbook of Edu-cational
Psychology (second edition) with Patricia Alexander and the field-leading journal
Educational Psychologist (20012005), with Lyn Corno. He has served as Associate Editor
of the British Journal of Educational Psychology for nearly 20 years, and currently is a
member of the editorial board of seven other leading journals in the field.
Nancy Perry worked as a classroom and resource teacher in school districts in British
Columbia, Canada, before obtaining her Ph.D. from the University of Michigan in 1996.
Today, she is a professor of Educational and Counselling Psychology, and Special Education
at the University of British Columbia (UBC). There, she teaches courses in two program
areasHuman Development, Learning, and Culture; and Special Education; and supports
students in a B.Ed. cohort that focuses on promoting self-regulated learning (SRL) in the
middle years. She is a recipient of UBCs Killam Teaching Prize and holds the Dorothy Lam
Chair in Special Education. Her research examines the role of task structures, instructional
practices, and interpersonal relationships in promoting motivation and self-regulation in
school. Related projects are profiled on her website: Seeding Success through Motivation
and Self-Regulation in Schools, http://self-regulationinschool.research.educ.ubc.ca. In addi-tion
to these teaching and research activities, Nancy has served an Associate Editor for the
Journal of Learning and Instruction, President of Division 15Educational Psychology of
the American Psychological Association, President of the Canadian Association for Educa-tional
Psychology, Member of the Executive Boards of the Canadian Association for Studies
in Education and Division 15Educational Psychology as Member-at-Large
PREFACE
Many of you reading this book are enrolled in an educational psychology course as part
of your professional preparation for teaching, counselling, speech therapy, nursing, or
psychology. The material in this text should be of interest to everyone who is concerned
about education and learning, from the kindergarten volunteer to the instructor in a
community program for adults with disabilities. No background in psychology or educa-tion
is necessary to understand this material. It is as free of jargon and technical lan-guage
as possible, and many people have worked to make this edition clear, relevant,
and interesting.
Since the first edition of Educational Psychology appeared, there have been many
exciting developments in the field. The seventh Canadian edition continues to emphasize
the educational implications and applications of research on child development, cognitive
science, learning, motivation, teaching, and assessment. Theory and practice are not sepa-rated
in the text but are considered together. The book is written to show how information
and ideas drawn from research in educational psychology can be applied to solve the
everyday problems of teaching. To help you explore the connections between research
and practice, you will find in these pages a wealth of examples, lesson segments, case
studies, guidelines, and even practical tips from experienced teachers. As you read this
book, we believe you will see the immense value and usefulness of educational psychol-ogy.
The field offers unique and crucial knowledge to any who dare to teach and to all
who love to learn.
NEW CONTENT IN THE SEVENTH CANADIAN EDITION
Across the book, there is increased coverage of a number of important topics. Some of
these include
New explorations of current research on teaching and models of expert teaching,
introduced in Chapter 1 and continued throughout the book.
Increased coverage of the brain, neuroscience, and teaching emphasized in Chapter 2
and also integrated into several other chapters.
Increased coverage of the impact of technology and virtual learning environ-ments
on the lives of students and teachers today.
Increased emphasis on diversity in todays classrooms, especially in Chapters 1
to 6. Portraits of students in educational settings make diversity real and human
for readers.
Key content changes in each chapter include the following:
Chapter 1 Learning, Teaching, and Educational Psychology
Our goal is that this text will provide the knowledge and skills that will enable you
to build a solid foundation for an authentic sense of teaching efficacy in every context
and for every student. There is new information about models of good teaching here
and throughout the text. Also, the section on research now examines different kinds
of qualitative and quantitative research and what you can learn from each approach
(see Table 1.2).
Chapter 2 Cognitive Development
New information on the brain, synaptic plasticity, executive functioning, and implica-tions
for teaching, including an approach based on Vygotsky called Tools of the Mind
vi PREFACE
Chapter 3 Self and Social and Moral Development
New sections on cultural differences in play, physical activity and students with
disabilities, eating disorders and the websites that promote them, self-conceptparticularly
elaborations of gender and sexual identityand Jonathan Haidts
model of moral psychology.
Chapter 4 Learner Differences and Learning Needs
New sections on nine possible multiple intelligences, autism spectrum disorders,
student drug use, and ways to identify students who are gifted and talented.
Chapter 5 Language Development, Language Diversity, and
Immigrant Education
New information on learning to read, emergent literacy and language diversity, shel-tered
instruction, and student-led conferences.
Chapter 6 Culture and Diversity
New coverage of homeless and highly mobile students, expanded coverage of pov-erty
and school achievement, opportunity gaps, and stereotype threat.
Chapter 7 Behavioural Views of Learning
Expanded coverage of teaching implications of behavioural learning.
Chapter 8 Cognitive Views of Learning
Updated coverage of working memory, developmental differences, and teaching
implications of cognitive learning theories.
Chapter 9 Complex Cognitive Processes
Updated sections on metacognition and learning strategies, creativity, and transfer,
and a new section on Paul and Elders model of critical thinking.
Chapter 10 The Learning Sciences and Constructivism
New material on inquiry learning and teaching in a digital world, including Bettys
Brainan example of a virtual learning environmentthe use of games in teaching,
and the initiative to teach computational thinking and coding.
Chapter 11 Social Cognitive Views of Learning and Motivation
Updated coverage of self-efficacy, self-regulated learning, and new material on emo-tional
self-regulation.
Chapter 12 Motivation in Learning and Teaching
Updated treatment of self-determination theory and goal theory, expanded coverage
of helping students cope with anxiety, and new material on flow and motivation
PREFACE
Chapter 13 Creating Learning Environments
New sections on understanding your beliefs about classroom management, creating
caring relationships, bullying, restorative justice, and Marvin Marshalls views on
consequences and penalties.
Chapter 14 Teaching Every Student
Updated discussion of research on teaching, as well as a new section on understand-ing
by design.
Chapter 15 Classroom Assessment, Grading, and Standardized Testing
Updated material on student testing.
A CRYSTAL-CLEAR PICTURE OF THE FIELD
AND WHERE IT IS HEADED
The seventh Canadian edition maintains the lucid writing style for which the book is
renowned. The text provides accurate, up-to-date coverage of the foundational areas
within educational psychology: learning, development, motivation, teaching, and assess-ment,
combined with intelligent examination of emerging trends in the field and society
that affect student learning, such as student diversity, inclusion of students with special
learning needs, education and neuroscience, and technology.
ACKNOWLEDGMENTS
During the years we have worked on this book, from initial draft to this most recent revi-sion,
many people have supported the project. Without their help, this text simply could
not have been written.
Many educators contributed to this and previous editions. For recent contributions,
we give thanks to
Lisa Dack, Ontario Institute for Studies in Education
Marian Jazvac-Martek, McGill University
Anoop Gupta, University of Windsor
Ashleigh Lerch, Western University
Elsa Lo, Concordia University
Chris Mattatall, University of Lethbridge
Julie Mueller, Wilfrid Laurier University
Nancy Norman, University of the Fraser Valley
Alexa Okrainec, Brandon University
Sheila Windle, University of Ottawa
Stephanie Yamniuk, University of Winnipeg
For reviews in connection with the sixth, fifth, and fourth Canadian editions, thanks to
Ajit Bedi, Memorial University of Newfoundland
Scott Conrod, McGill University
Connie Edwards, University of Toronto
Sonja Grover, Lakehead University
Michael Harrison, University of Ottawa
Linda Lysynchuck, Laurentian University
Anne MacGregor, Douglas College
vi
viii PREFACE
Rob McTavish, Simon Fraser University
Marlene Maldonado-Esteban, University of Windsor
Carlin J. Miller, University of Windsor
John C. Nesbit, Simon Fraser University
Gene Ouellette, Mount Allison University
Krista Pierce, Red Deer College
Jeff St. Pierre, University of Western Ontario
Noella Piquette-Tomei, University of Lethbridge
Kenneth A. Pudlas, Trinity Western University
Jill Singleton-Jackson, University of Windsor
Irina Tzoneva, University of Fraser Valley
Jennifer A. Vadeboncoeur, University of British Columbia
David Young, University of Western Ontario
PHIL WINNE AND NANCY PERR
BRIEF CONTENTS
1 Learning, Teaching, and Educational Psychology 1
PART I STUDENTS
2 Cognitive Development 22
3 Self and Social and Moral Development 64
4 Learner Differences and Learning Needs 110
5 Language Development, Language Diversity,
and Immigrant Education 160
6 Culture and Diversity 195
PART II LEARNING AND MOTIVATION
7 Behavioural Views of Learning 232
8 Cognitive Views of Learning 266
9 Complex Cognitive Processes 302
10 The Learning Sciences and Constructivism 342
11 Social Cognitive Views of Learning and Motivation 382
12 Motivation in Learning and Teaching 414
PART III TEACHING AND ASSESSING
13 Creating Learning Environments 457
14 Teaching Every Student 497
15 Classroom Assessment, Grading, and Standardized Testing 53
CONTENTS
About the Authors iv
Preface v
CHAPTER 1
LEARNING, TEACHING,
AND EDUCATIONAL
PSYCHOLOGY 1
Teachers CasebookIncluding All Students: What
Would You Do? 1
Overview and Objectives 2
Learning and Teaching Today 2
Classrooms Today Are Dramatically Diverse 2
Confidence in Every Context 3
Do Teachers Make a Difference? 4
What Is Good Teaching? 5
Inside Three Classrooms 5
What Are the Concerns of Beginning Teachers? 7
The Role of Educational Psychology 8
In the Beginning: Linking Educational Psychology and
Teaching 8
Educational Psychology Today 8
Is It Just Common Sense? 9
Using Research to Understand and Improve
Learning 10
POINT/COUNTERPOINT: What Kind of Research Should
Guide Education? 13
Theories for Teaching 15
Supporting Student Learning 18
Summary 19
Teachers CasebookWhat Is an Effective Teacher? What
Would They Do? 20
CHAPTER 2
COGNITIVE
DEVELOPMENT 22
Teachers CasebookSymbols and Cymbals:
What Would You Do? 22
Overview and Objectives 23
A Definition of Development 23
Three Questions Across the Theories 24
General Principles of Development 25
The Brain and Cognitive Development 25
The Developing Brain: Neurons 26
The Developing Brain: Cerebral Cortex 28
Adolescent Development and the Brain 30
Putting It All Together: How the Brain Works 30
Neuroscience, Learning, and Teaching 31
POINT/COUNTERPOINT: Brain-Based Education 34
Lessons for Teachers: General Principles 34
Piagets Theory of Cognitive Development 36
Influences on Development 37
Basic Tendencies in Thinking 37
Four Stages of Cognitive Development 38
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
Helping Families Care for Preoperational Children 41
GUIDELINES: Teaching the Concrete-Operational Child 44
Information Processing and Neo-Piagetian Views of Cognitive
Development 45
GUIDELINES: Helping Students to Use Formal Operations 46
Limitations of Piagets Theory 47
Vygotskys Sociocultural Perspective 50
The Social Sources of Individual Thinking 50
Cultural Tools and Cognitive Development 51
The Role of Language and Private Speech 52
The Zone of Proximal Development 54
Limitations of Vygotskys Theory 55
Implications of Piagets and Vygotskys Theories for
Teachers 55
Piaget: What Can We Learn? 55
Vygotsky: What Can We Learn? 57
An Example Curriculum: Tools of the Mind 58
Reaching Every Student: Teaching in the Magic Middle 59
GUIDELINES: Applying Vygotskys Ideas to Teaching 60
Cognitive Development: Lessons for Teachers 60
Summary 60
Teachers CasebookSymbols and Cymbals: What Would
They Do? 62
CHAPTER 3
SELF AND SOCIAL AND MORAL
DEVELOPMENT 64
Teachers CasebookMean Girls: What Would You Do? 64
Overview and Objectives 6
CONTENTS
Physical Development 65
Physical and Motor Development 65
GUIDELINES: Dealing with Physical Differences in the
Classroom 68
Play, Recess, and Physical Activity 68
Challenges in Physical Development 70
GUIDELINES: Supporting Positive Body Images in
Adolescents 72
Bronfenbrenner: The Social Context for Development 72
Families 73
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
Connecting with Families 76
GUIDELINES: Helping Children of Divorce 77
Peers 78
Reaching Every Student: Teacher Support 80
Teachers and Child Abuse 81
Society and Media 83
Identity and Self-Concept 84
Erikson: Stages of Individual Development 84
GUIDELINES: Encouraging Initiative and Industry 86
GUIDELINES: Supporting Identity Formation 89
Ethnic and Racial Identity 90
Self-Concept 91
Sex Differences in Self-Concept of Academic Competence 93
Self-Esteem 94
POINT/COUNTERPOINT: What Should Schools Do to
Encourage Students Self-Esteem? 95
Understanding Others and Moral Development 96
Theory of Mind and Intention 96
Moral Development 96
Moral Judgments, Social Conventions, and Personal Choices 98
Diversity in Moral Reasoning 100
Beyond Reasoning: Haidts Social Intuitionist Model of Moral
Psychology 100