Zusammenfassung der Ressource
Piaget's theory
of cognitive
development
- Children are mini scientists who learn by discovery.
- e.g give a child a bowl of
water to see what sinks
or floats.
- Cognitive development occurs
through maturation of the brain
and increasing experience with
the environment
- Schema Theory.
- A schema is a
pocket of
knowledge.
- Babies are born with
reflex schemas - they
know to suck to feed.
- Assimilation- when you
can use a pre-existing
schema to understand
new info
- Child has a schema for
addition. Given additions to do.
Can use current schema.
- Accommodation - when you
change or create a schema to
understand new info
- Child has a schema for addition. Given
subtractions to do. Needs to create a
new schema.
- Equilibrium is mental ease
achieved by understanding the
world around you as the info fits
your current schemas.
- Disequilibrium is mental
confusion because new info
does'nt fit in your schema. this
gives motivation to
accommodate.
- Adaptation is fitting in your
environment by continually
changing or creating schemas.
- Concepts like accommodation are
vague and difficult to prove or
disprove,
- Underestimates the role of adults in helping children to learn.
- Vygotsky says children can be encouraged
to learn through scaffolding.
- Gelman tried to teach conservation to 4 yr olds.
Could'nt make them do it as they were'nt
cognitively ready.
- Has aided primary education. Bowl of water example.
- Sensory Motor Stage 0-2 Yrs.
- Learn through movement
and senses.
- Object Permanence.
- Knowing that something is there
even though you can't see it.
- Hid a toy behind a screen. Children under 8 months did not look
for the toy. This shows they do not have object permanence.
- - May develop earlier. The didn't reach for the
toy as the didn't have the motor skills.
- Bower and Wishart turned off
lights and found the children
reached for toy at 3 months.
- Baillargeon found it is
present at birth.
- Pre-operational Stage 2-7
- Ego -Centrism
- Being able to see another
persons perspective.
- Three Mountains Task.
Children were shown a model
of 3 mountains. A doll is placed
facing them. They were asked
to pick the view of the doll
from images. 2-7 years chose
their own perspective.
- Hughes and Donaldson asked asked
children to hide a toy from a policeman.
Children of 3.5 could do it.
- 3.5 not egocentric.
- 2-7 are ego centric.
- Because they cant decentre (focus on
more than one aspect of a situation)
- Conservation Tasks.
- Being able to know
that something can
look different yet
still be the same
thing.
- Piaget had two equal glasses of water and tipped one
into a thinner glass. Then he asked the children if they
were the same volume or different.
- All children knew the first two glasses were
the same. However children in the
pre-operational stage thought the second
glass had the same amount of water in it.
- 2-7 can't conserve.
- Because they cant decentre
(focus on more than one
aspect of a situation)
- Because they cannot use reversibility
(be able to mentally return to what it
used to look like)
- Didn't know why the
water was moved
- Light et al - Told the children that the
water was moved because the glass
was cracked. 70% of children in the
properational stage could conserve.
- They were asked the
same question twice
and so may have
thought they were
wrong the first time.
- Class Inclusion
- Knowing things
can belong to a
subgroup that
belongs to a
whole group.
- Piaget had 20
brown beads
and 2 white
beads.
- Q1. Are all beads wooden?
- Q2 - Are there more
white or brown beads?
- Q3 - Are there more
brown beads or wooden
beads.
- Q1 and Q2 answered
correctly. Q3 wrong. They
didn't realise that the
subcategory of brown and
white beads belonged to the
category of wooden beads.
- Strange questions
led to confusion.
- Concrete
operational
stage 7-11
- Can do class inclusion.
- Are not ego-centric
- Are able to decentre.
- Can do conservation.
- Can use
reversibility
- Formal Operational Stage 11+
- Now have the ability to imagine.
- Problems are approached
systematically and in an
organised way.
- Asked to work out how many
colour combinations would be
produced when an amount of
colours were was combined.
- Only in the formal
operational stage, could
they do it.
- Montorano - 10% of 17 yrs could
do it. Piaget overestimated
peoples abilities.
- General evaluation.
- His experiments were in
labs with high control and
cause and effect.
- Low ecological validity. Recording behaviour in a lab not real life.
- Small samples. Can't generalise.
- Studied his own children. Researcher bias.