Week 7, Post 2

This chapter discussed logical concepts in school-aged children. Transitive inference is the ability to figure out the unspoken link between one fact and another (Berger, p. 322). School-aged children aren't the only ones capable of logical inference, for studies show that animals succeeded in lower versions of this ability. I found it interesting that at an easier level of transitive inference, other non-human living other can perform it. Transitive inference, seriations are foundations for arithmetic and all math skills. 

In terms of Vygotsky's  states children are able to be educated anywhere not just school. Families interaction, and socialization, conversations around the child and their exposure to literature, all has an influence on their developing minds. Exposure to a chatty family or a lot of reading material on a daily basis will beef up the child’s vocabulary acquisition. The following two theorists gave insight that's been studied, and kept and studied an disregarded: Piaget encouraged universal change, maturational, and self-discovery, whereas Vygotsy states sociocultural contexts, and parental guidances are more influential. Vygotsky also stated that cultural influences methods of learning include observation and modeling. It's interesting that the greatest influences of education are social interactions and instructions from peers. As stated in the text, this is evident because children of the same age in first grade (older six year old's) received better test scores, opposed to children in kindergarten younger (6 year old's).  It was interesting that all six years old's are capable of the same cognitive accomplishments, one grade higher exposed them to higher levels of mental stimulation, therefore they scored higher overall.