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COGNITIVE THEORY - JEAN PIAGET
Transcript of COGNITIVE THEORY - JEAN PIAGET
Three Basic Components to Piaget's Cognitive Theory
2. Processes that enable the transition from one stage to another
(equilibrium, assimilation, accommodation and disequilibrium)
3. Stages of Development:
Stages of Adaptation
Assimilation, accommodation and equilibrium
Stages of Development
By: Lauren Cahall
This is what a "dog" looks like
( Initial Schema) A child begins to develop an understanding of what a dog is from a picture book
The child experiences "
The child is actively constructing a "
" about dogs
The child "
" the information and returns to a state of "
" process continues as the child expands her understanding of what a dog is by observing one in the park.
* Four Legs
The child experiences "
." Her "
about dogs does not include:
barking, furry, or licking
* Four Legs
While the child is in a state of "
". she is
actively constructing meaning
and is building a "
" or adding information to existing schema "
The child seeks reinforcement from her parent
The parent affirms and reinforces the new information. "
" is occurring. "
" resolved. "
" is organized to incorporate new information
Child return to a state of "
Piaget theorized that cognitive development is about a child constructing a mental model of the world.
Now a child sees a cat in a park. A new schema must be formed to acknowledge this is a different animal, even though it has some of the same traits as a dog.
Disequilibrium - Meow?
The child is in disequilibrium and is actively constructing meaning. She asks the parent to assist resolving this disequilibrium.
No. It is a cat.
Child is in state of disequilibrium. The parent provides feedback and reinforces that the new animal is a cat.
What are schemas?
After the parent confirms, the child creates a schema for "Cat".
LET"S TAKE A LOOK AT AN EXAMPLE TO SHOW US HOW THIS REALLY WORKS!!!
A schema can be defined as a set of linked mental representations of the world. The assumption is that we store them in the our brains and pull them out as needed.
Think of them as a bunch of file folders in your brain that you just open when you are ready to respond to that subject.
Piaget referred to schemas as the basic building block for intelligent behavior.
Universal Model of Cognitive Development
Assimilation = Taking in New Information
Equilibrium = Balance
Disequilibrium = Unbalanced
Schema - "My Brain File Folders"
Accommodation = Modifying Schema to Adapt to New Information
She is retrieving her "schema" on dogs since this animal seems to have the same characteristics of a dog.
Retrieving the "Schema"
Meow? The child experiences disequilibrium as she experiences a new sound not found in her schema for "Dogs".
Infants - Not sure what happens when objects leave their sight.
Developing Object Permanence
Not yet able to conceptualize abstractly.
Needs concrete situations.
As experiences increases, so does accommodation.
Begins to think abstractly and conceptualize.
Develops logical structure.
No more concrete objects.
Deductible and hypothetical reasoning.
McLeod, S. A. (2009). Jean Piaget | Cognitive Theory - Simply Psychology. Retrieved from http://www.simplypsychology.org/piaget.html
STGBree (2011). Piaget - Stage 1 - Sensorimotor Stage: Object Permanence. Retrieved from http://http://www.youtube.com/watch?v=NCdLNuP7OA8
Fi3021 (2008). Piaget - Stage 2 -Pre-Operational - Lack of Conversation. Retrieved from http://http://www.youtube.com/watch?v=GLj0IZFLKvg
Fi3021 (2008). Piaget - Stage 3 - Concrete - Reversibility. Retrieved from http://http://www.youtube.com/watch?v=gA04ew6Oi9M
Fi3021 (2008). Piaget - Stage 3 - Formal - Deductive Reasoning. Retrieved from http://http://www.youtube.com/watch?v=zjJdcXA1KH8
Knowledge of Construction, Chapter 7, 231-247.
JUST A FEW PROS & CONS...
Changed how people view a "child's world" and the methods for studying children.
Increase in our understanding of cognitive development; therefore, our communication with children has become better.
Fails to consider the effects of social settings and culture.
Small sample size.
Incompatible with theories of Bruner and Vygotsky.