cognition and development Flashcards
schemas - piaget theory of cog developm
as childr develop they construct +re detailed/complex ment rep of world
repres stored as schemas wh is ment struct containing all info we have abo 1 aspect of world
childr born w small nu schemas and in infancy we construct new schemas
develop me schema where all child’s knowledge abo themselves stored
motivation to learn; disequilibrium/equilibration - piag theory of cog developm
we motiv to learn when our existing schemas x allow us 2 make sense of something new
leads to unpleasant disequilibrium
2 escape disequilibrium we have 2 adapt 2 new situ by exploring/learning what we need 2 know
and achieve equilibration wh is pref ment state
how learning takes place; assimilation /accommodation - paig theory of cog developm
assimilation; where we understand new experi and equilibrate by adding new info 2 existing schema
accomod; takes place in resp 2 dramatic new experi, child adjusts by either radically changing current schema of forming new ones
evaluation - children for indiv ment rep by discovery; paig cog develop theory
piag believed childr form own ment rep of world /learn fr it
sugg childr who had simi learning experi will form indiv ment rep
howe et al; put childr aged 9-12yrs in groups 4 to study /discuss movem objects down slope
understanding of topic assessed b4/after discussion
following experi childr incr lev of knowledge/understanding how. x come to same conc/facts abo movem down slope
supp piag idea that childr learn by forming own ment rep
evaluation - applications in educ; piag theory of cog developm
strength
idea has revolutionised classroom teaching
old fashioned teaching replaced by activity orientated classr where childr engage in tasks that allow th 2 construct own understanding of curriculum
ex. early yrs may investigate physic prop of sand/water
evaluation - piag may have underplayed role of oth peop in learning; piag cog develop
limit
saw oth peop as import source info during discovery learning
oth peop x main focus in theory and saw learning in terms of what happens in indiv minds
how. oth findings shows oth peop central 2 learning proc
vygotsky arg learn. essential social proc and child’s capab of +re advanced learning if supported by peers/expert adult
evaluation - piag may have overplayed equilibration importance ; piag cog develop theory
limit
child vary greatly on their intellectual curiosity
piag may overestimated how motivat childr r to learn
childr studied r fr nursery attached 2 his uni wh was biased samp of clever m/c childr
sensorimotor stage 0-2 yrs - piag stages of intellectual develop
baby develops an understanding during the first two years that other people are separate objects
eight months the baby is capable of understanding object permanence.
Piaget observed babies looking at objects and watched as the objects were removed from sight.
before eight months, babies immediately switched their attention away from the object once it was out of sight.
from around eight months they would continue to look for it. from this age that babies understood that objects continue to exist
pre operational stage 2-7 yrs - piag intellectual development
By the age of two a toddler is mobile and can use language but still lacks adult reasoning ability.
Conservation ;This is the basic mathematical understanding that quantity remains constant even when the appearance of objects changes.
counters task - pre operational children struggled to conserve and usually said there’s fewer counters when row pushed
liquid task - you get childr typically believed there was +re liquid in the taller vessel
egocentrism - to see the work only fr one’s own point of view, 3 mountains task
class inclusion - Piaget and Inhelder (1964) found that children under the age of seven struggle with the more advanced skill of class inclusion, the idea that classifications have subsets. dog animal task
Stage of concrete operations 7-11 yrs - piag stg intellectual develop
fou childr arou 7 can conserve /perform better on egocentrism/class inclusion tasks
although have better operations these r only concrete
they still struggle 2 reason abstract ideas/ imagine situs an objects
stages of formal operation 11+ - piag stg intellectual development
fr 11 yrs capable of formal reasoning
can focus on form of arg not distracted by content
formal reasoning can be tested by syllogism
paig fou young childr distracted by content ie cat and 2 heads questions
once childr reason formally they r capable of scientific reasoning /abstract ideas
evaluation - conservation research ; paig intellectual develop
limit
research flawed as child may be influe by seeing experimenter change appearance of counters
mcgarrigle et al replicated task and when intro naughty teddy that knocked counters closer tg fou 72% answered qu correctly so 4-6 yrs can conserve as long qu doesn’t put them off
TF: sugg P wrong about age wh conservation appears
evaluation - class inclusion research ; piag intellectual develop
limit
class inclusion findings contradicts newer research
siegler/svetina; gave 100 five yr olds fr slovenia 10 class inclusion tasks receiving and expla of task after each sess
scores of sess improved +re for latter grp wh sugg childr acquired real understanding of class inclusion
TF: childr under 7 can understand class inclusion P underestimated what you childr can do
