Pearson Edexcel · GCSE · Psychology
Course version: 1PS0 · Version from Sept 2017
Understand the possible relationship between language and thought,…
Full specification wording
Language, thought and communication: 10.1.1 Understand the possible relationship between language and thought, including strengths and weaknesses of each theory: a. Piaget’s (1950) explanation that representational thinking precedes language b. Vygotsky’s (1981) explanation that language and thinking are separate; to include c. pre-linguistic thought d. pre-intellectual language
Piaget (1950) argued that representational thinking precedes language; children must understand a concept before using the word for it (e.g. grasping object permanence before saying 'gone').
Checked against the Pearson Edexcel 1PS0 specification (opens in a new tab) on .
- Point 1 of 5
- 4 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
Piaget (1950) argued that representational thinking precedes language; children must understand a concept before using the word for it (e.g. grasping object permanence before saying 'gone'). Language reflects cognitive development. Conversely, Vygotsky (1981) proposed that language and thinking develop separately but merge around age two. He identified pre-linguistic thought (thinking without language, like solving a puzzle) and pre-intellectual language (using words without understanding meaning, like mimicking). Piaget's theory aligns with developmental stages but underestimates social influences. Vygotsky highlights social interaction but may overemphasise language's role in thought. Both theories offer distinct views on cognition.
What earns the marks
- Identify Piaget's view: cognitive development and representational thinking must occur before language can develop.
- Identify Vygotsky's view: language and thought are initially separate systems that merge around age two.
- Define pre-linguistic thought: cognitive processes occurring without language, such as sensorimotor problem-solving.
- Define pre-intellectual language: vocalisation or speech used for social contact without underlying conceptual understanding.
- Evaluate Piaget: a strength is its application to education, but a weakness is ignoring the role of social interaction.
- Evaluate Vygotsky: a strength is explaining the impact of culture, but a weakness is that some thought never requires language.
Common mistakes and how to put them right
Confusing Piaget's and Vygotsky's core arguments.
Put it right: Piaget says thought comes first, while Vygotsky says they start separately and merge.
Misunderstanding pre-intellectual language. Correction: It refers to using words or sounds without understanding their meaning, not just early babbling.
Assuming both theories give equal weight to social factors.
Put it right: Vygotsky emphasises social interaction heavily, whereas Piaget focuses more on independent cognitive maturation.
Exam tips
- Use concrete examples, such as a child understanding size before using words like 'bigger', to illustrate Piaget's theory.
- Clearly distinguish between pre-linguistic thought and pre-intellectual language when discussing Vygotsky's early developmental stages.
- When evaluating, contrast the two theories against each other to highlight their respective strengths and weaknesses.
Try the lesson
The start of the Language, thought and communication: 10.1.1 Understand the possible relationship between language and thought, including strengths and weaknesses of each theory: a. Piaget’s (1950) explanation that representational thinking precedes language b. Vygotsky’s (1981) explanation that language and thinking are separate; to include c. pre-linguistic thought d. pre-intellectual language lesson, made from checked teaching notes for this specification point.
Have a go first
According to Piaget's (1950) theory of language and thought, which of the following statements is correct?
Listen
Piaget (1950) argued that representational thinking precedes language; children must understand a concept before using the word for it (e.g. grasping object permanence before saying 'gone'). Language reflects cognitive development. Conversely, Vygotsky (1981) proposed that language and thinking develop separately but merge around age two. He identified pre-linguistic thought (thinking without language, like solving a puzzle) and pre-intellectual language (using words without understanding meaning, like mimicking). Piaget's theory aligns with developmental stages but underestimates social influences. Vygotsky highlights social interaction but may overemphasise language's role in thought. Both theories offer distinct views on cognition. A strong answer earns marks for these points. Identify Piaget's view: cognitive development and representational thinking must occur before language can develop. Identify Vygotsky's view: language and thought are initially separate systems that merge around age two. Define pre-linguistic thought: cognitive processes occurring without language, such as sensorimotor problem-solving. Define pre-intellectual language: vocalisation or speech used for social contact without underlying conceptual understanding. A common slip: Confusing Piaget's and Vygotsky's core arguments. Instead, Piaget says thought comes first, while Vygotsky says they start separately and merge. Exam tip: Use concrete examples, such as a child understanding size before using words like 'bigger', to illustrate Piaget's theory.
See it
Key words
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Cognitive development
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Language acquisition
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Social interaction
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Theoretical evaluation
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See every definition
- Cognitive development
- The development of thinking, including representational thinking, which Piaget argued must occur before language can develop.
- Language acquisition
- The development of language, which Piaget argued reflects cognitive development because children must understand a concept before using the word for it.
- Social interaction
- A factor that Vygotsky emphasises heavily, whereas Piaget focuses more on independent cognitive maturation.
- Theoretical evaluation
- Weighing strengths and weaknesses, such as Piaget's application to education against ignoring social interaction, and Vygotsky's explanation of culture against some thought never requiring language.
Label the diagram
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1Box 1
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