Changing SimilaritiesA number of ph

Changing Similarities
A number of physiologcal similarities exist that change over time but are not of any particular significance to instructional design. The ‘startle response‘ in infants is an example of this sort of characteristic. All neurologically normal newborn infants wave their arms in a particular way when they are quickly lowered. The particulars of this reflex go away in a short period of time and probably form the neurological basis for a more localized response that soon develops: facial manifestations of surprise. The startle response serves to illustrate the category of characteristic that we are considering here—a characteristic that changes over time but that we share as a similarity among us.
More relevant characteristics in the changing similarity category an be seen in development processes. People are continuously changing in their development, but the process or dynamics of development is more or less the same for everyone. In other words, if a particular developmental theory is valid, it will produce some degree of predictability in the changes to which it addresses itself. The dynamics of various processs of development are similarities among us. (The stages or states of development at which individuals find themselves may be different; therefore, the idea of stages of development is discussed separately in a section called "Changing Differences" later in this chapter).
Two intellectual development theorists, Piaget and Vygotsky, provide insights into the shared mechanisms possessed by all people which enable and govern the process of increasing capacity to reason and think. Both Piaget and Vygotsky posit particular development processes. The work of Piaget and his followers has aided educators in understanding what kinds of cognitive operations are involved in outcomes that involve abstract thinking. Piaget saw intellectual development as a process as being the same for everyone. As you will recall from Chapter 2, he described development as an essentially adaptive process involving the interplay of two processes: assimilation and accommodation. Piaget's ideas about how people come to acquire capabilities for Certain kinds of abstract though have been used to suggest generative, inquiry—oriented instructional strategies for helping people achieve these capabilities. (We will have more to say about implications of intellectual development in the section called "Changing Differences" later in this chapter). Vygotsky's view of intellectual development which was presented in Chapter 2, emphasize interactions with the sociocultural environment and the role of language as a primary tool of intellectual adaptation. The emphasis on social facilitation and context makes Vygotsky's theory particularly attractive and useful for constructivists in thinking about the design of learner-centered and context-sensitive learning environments. Although different in specific elements addressed, both Piaget's and Vygotsky's theories provide insights into the processes which underlie intellectual development.
Like intellectual development, the dynamics of language development reflect a process of change that is, in many respects, the same for all people, no matter what person or language is in question, with the exception of major language dysfunctions or disabilities. One view of language development that underscores the similarity dimension is that of Chomsky (1965). In general, Chomsky's theory holds that a propensity or talent for the structure of language is in a sense "wired in" to human brains. His theory was in part stimulated by the observation of children learning to speak. Chomsky found that you would think a child would make many kinds of errors when learning to speak. However, there are syntactical-logical errors of various sorts that are simply never made, regardless of the language being learned. Apparently, changes that occur over time in the facility and use of language are enabled and governed by common attributes that all persons possess.

Hasil (Bahasa Indonesia) 1:

Mengubah kesamaanSejumlah kesamaan physiologcal ada perubahan dari waktu ke waktu tetapi tidak dari setiap penting tertentu untuk desain instruksional. 'Respon kejut' pada bayi adalah contoh karakteristik semacam ini. Semua bayi neurologis normal gelombang lengan mereka dengan cara tertentu ketika mereka dengan cepat menurunkan. Khusus dari reflex ini pergi dalam waktu singkat dan mungkin membentuk dasar neurologis respons lebih lokal yang segera mengembangkan: wajah manifestasi kejutan. Respon kejut berfungsi untuk menggambarkan kategori karakteristik yang kita sedang mempertimbangkan di sini-karakteristik yang berubah dari waktu ke waktu tetapi bahwa kita berbagi sebagai kesamaan antara kita.Lebih relevan karakteristik dalam kategori kesamaan perubahan dapat dilihat dalam proses pembangunan. Orang yang terus berubah di perkembangan mereka, tetapi proses atau dinamika pembangunan adalah kurang lebih sama untuk semua orang. Dengan kata lain, jika perkembangan teori tertentu valid, itu akan menghasilkan beberapa derajat prediktabilitas dalam perubahan yang alamat itu sendiri. Dinamika dari berbagai processs pembangunan adalah kesamaan antara kita. (Tahap atau Serikat pembangunan di mana individu-individu menemukan diri mereka mungkin berbeda; oleh karena itu, ide tahap pembangunan dibahas secara terpisah dalam bagian bernama "Mengubah perbedaan" kemudian dalam bab ini).Two intellectual development theorists, Piaget and Vygotsky, provide insights into the shared mechanisms possessed by all people which enable and govern the process of increasing capacity to reason and think. Both Piaget and Vygotsky posit particular development processes. The work of Piaget and his followers has aided educators in understanding what kinds of cognitive operations are involved in outcomes that involve abstract thinking. Piaget saw intellectual development as a process as being the same for everyone. As you will recall from Chapter 2, he described development as an essentially adaptive process involving the interplay of two processes: assimilation and accommodation. Piaget's ideas about how people come to acquire capabilities for Certain kinds of abstract though have been used to suggest generative, inquiry—oriented instructional strategies for helping people achieve these capabilities. (We will have more to say about implications of intellectual development in the section called "Changing Differences" later in this chapter). Vygotsky's view of intellectual development which was presented in Chapter 2, emphasize interactions with the sociocultural environment and the role of language as a primary tool of intellectual adaptation. The emphasis on social facilitation and context makes Vygotsky's theory particularly attractive and useful for constructivists in thinking about the design of learner-centered and context-sensitive learning environments. Although different in specific elements addressed, both Piaget's and Vygotsky's theories provide insights into the processes which underlie intellectual development.Like intellectual development, the dynamics of language development reflect a process of change that is, in many respects, the same for all people, no matter what person or language is in question, with the exception of major language dysfunctions or disabilities. One view of language development that underscores the similarity dimension is that of Chomsky (1965). In general, Chomsky's theory holds that a propensity or talent for the structure of language is in a sense "wired in" to human brains. His theory was in part stimulated by the observation of children learning to speak. Chomsky found that you would think a child would make many kinds of errors when learning to speak. However, there are syntactical-logical errors of various sorts that are simply never made, regardless of the language being learned. Apparently, changes that occur over time in the facility and use of language are enabled and governed by common attributes that all persons possess.