Piaget

Question 1

Theory of intellectual development

Answer 1

We develop intellect through interaction with the environment and through inate stages of development. We also have inate mental structures which allow us to gain knowledge of the environment

Question 1

Variant structures

Answer 1

-Change and adapt as we develop new knowledge, these are schemas and operations

Question 2

Variant structures-Schemas

Answer 2

Schemas are cognitive frameworks of information about something based on previous experiences

Question 3

-Functional invariants

Answer 3

-Stay the same-includes the processes of accomodation-changing/making new schemas or adapting existing schemas to accomodate new information
-Equilibriation

Question 4

Functional invariants- Idenify

Answer 4

Accomodation and Equlibriation

Question 5

Variant structures-identify

Answer 5

Schemas and operations

Question 6

Stages of intellectual development

Answer 6

-Piaget observed children of the same ages struggle with the same tasks suggesting we develop intellectual abilities such as conversion, de-egocentrism, object permenance and class inclusion through a biologically controlled set of stages

Question 7

Sensori Motor stage

Answer 7

0-2-Children develop object permenance by 2Y-observed children under 8 months wont look for partially hidden objects-by 2y they look for them

Question 8

Pre operational stage

Answer 8

2-7-Develop object permenance but lack abilities such as conversion and are egocentric-observed unable to complete conversion tasks involving numbers and volume
-Cant accurately imagine a view from others perspective-swiss doll study

Question 9

Concrete operational stage

Answer 9

7-11- Decentre and develop conversion skills, also develop class inclusion but lack abstract reasoning skills

Question 10

Formal operational-11+

Answer 10

-Develop abstract reasoning, able to imagine hypotheticals etc.

Question 11

Object permenance

Answer 11

The ability to have an internal symbolic representation or conceptualise an object and understand it exists even when it is hidden or not physically present.

Question 12

Conversion

Answer 12

The ability to understand the amount of an object stays the same even if the physical appearence changes, for example to know an amount of liquid is the same even if it is poured into a longer glass and looks like there is more.

Question 13

Decentration

Answer 13

The ability to imagine something from anothers viewpoint

Question 14

Class inclusion

Answer 14

The ability to know that one object can be in multiple classes of things at the same time.

Question 15

Strength-research support-swiss mountain doll and centration studies

Answer 15

-Used a swiss mountain model with a doll facing the model, children asked to match which image matched the view of the model-children under 7 chose the picture which matched their own view-are egocentric-shows children develop intellect in a set of stages, decrentration isn’t developed until the concrete operational stage-theory has validity.

Question 16

Limitation-Reductionist

Answer 16

Overlooks the importance of social interaction in developing cognition, Vygotsky suggests that interaction with others is necessary to develop skills and knowledge of the environment, overlooks that intellect develops through social interaction it is not just an automatic innate process with no external input.

Question 17

Limitation-Bower found infants have object permenance at an early age

Answer 17

-He was observing poor motor skills, infants in the sensorimotor stage show suprise when objects dissapear suggesting they understand objects should exist and have concept formation