Piaget Flashcards

1
Q

Outline of Piaget’s theory

A

Constructivist theory
Knowledge constructed through schemas
Fixed sequence of four developmental stages
Adaptation

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2
Q

Constructivist theory

A

Children are active agents that develop through interacting and adapting to their world. They do not just passively absorb information.

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3
Q

Schemas

A

Units of knowledge that are built upon through adaptation either by assimilation or accommodation to create an equilibrium.

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4
Q

Equilibrium

A

An equilibrium between the what the child understands and the environment the child needs to understand. Achieved through adaptation.

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5
Q

Assimilation

A

The cognitive process by which children incorporate information into their existing schemas. Starling into a bird schema.

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6
Q

Accommodation

A

The cognitive process in which children adapt to new experiences by modifying existing schemes. Penguin into a bird schema.

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7
Q

The four developmental stages

A

Sensorimotor
Pre-operational stage
Concrete operational stage
Formal operational stage

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8
Q

Sensorimotor stage

A

0-2 years.

Infant is equipped with reflex movements and perceptual systems and learns about the world through these sensory and motor skills.

Infant discovers the relationship between their actions and the consequences of their actions.

Key development - object permanence.

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9
Q

Object permanence

A

The ability for a child to understand that an object still exists, even when they cannot see it.

Infant before 8-9 months will not search for a hidden object.

Covering a toy with a box, child does not try and grab.

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10
Q

Development of object permanence

A

1) Infant will retrieve a visible object, will search for a partially hidden object, but not a fully hidden object.
2) Infant will attempt to retrieve a hidden object, but when object is moved to another hidden area (in the infants view), they will still search in the original hiding place.
3) Infant will search for the object wherever it is hidden as long as they saw it being hidden. Infant has achieved object permanence at around 12 months of age.

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11
Q

Why is object permanence important in the development of language.

A

One characteristic of human language - displacement - is the ability to communicate about things that do not exist in the here and now. This could not be developed without object permanence.

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12
Q

Pre-operational stage

A

2 - 7 years.

Mentally represent objects that are not present and reconstruct in thought what has been established through behaviour.

Child understands the world through symbols, including words and mental images which represent things in the world.

Symbolic play - one object can be used to represent another - banana for a telephone.

Start to form stable concepts and begin reasoning.

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13
Q

Limitations of pre-operational cognition

A

Cannot use operations.

Egocentrism

Centration

Animism

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14
Q

Operations

A

Mental acts or schemas in which objects are manipulated and returned to their original stage. ?

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15
Q

Egocentrism

A

Inability to take the point of view of another person.

Limitation on the pre-operational stage, 2-7 years.

Evidenced in the 3 mountains task.

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16
Q

Centration

A

Focusing on one salient dimension to the exclusion of other dimensions.

Limitation of the pre-operational stage, 2-7 years.

Evidenced in conservation tasks.

17
Q

Animism

A

Attributing lifelike qualities to objects.

Feature of the pre-operational stage, 2-7 years.

18
Q

Conservation

A

The ability to keep in mind what stays the same and what changes in an object after in changes in form.

Limitation of the pre-operational stage, 2-7 years.

Number, length and volume tasks. Children in pre-operational stage will fail to reason that there has been no change.

19
Q

Vocab - salient

A

A striking, prominent feature.

20
Q

Vocab - reasoning

A

Using logical thought to arrive at a conclusion

21
Q

Concrete operational stage

A

7 - 11 years.

Start to use concrete operations.

Become more logical, but still think in concrete terms - mental operations that apply to tangible, concrete objects or ideas, rather than abstract propositions.

22
Q

Types of concrete operations

A

Conservation

Seriation

Transitivity

Class inclusion

23
Q

Seriation

A

Concrete operation, 7 - 11 years.

The ability to sort objects or situations according to any characteristic, such as size, colour, shape, or type.

24
Q

Transitivity

A

Concrete operation, 7 - 11 years.

The ability to infer the relationship between two objects, via knowledge of their relationship to a third object.

E.g. A is bigger than B, B is bigger than C, therefor A is bigger than C.

25
Q

Class inclusion

A

Concrete operation, 7 - 11 years.

Understanding the hierarchical relationship between superordinate and subordinate classes.

E.g. Are there more flowers or more blue flowers?

26
Q

Formal operational stage

A

11 years +

Hypothetico-deductive reasoning.

Adolescents can come up with theories and generate hypotheses, and devise ways of testing them.

Can think in abstract ways.

Realms of possibility.

May have multiple theories about one thing.

Evidenced in the pendulum problem.

27
Q

Pendulum problem

A

Way of testing hyprothetico-deductive reasoning.

Evident in the Formal operational stage.

Various weight and lengths of pendulum given, subjects have to work out what determines the speed of the swing.

Formal operational thinkers will produce hypotheses - weight? length? - and test them by varying that factor systematically.

Pre formal operational thinkers will test variables at random.

28
Q

Realms of possibility

A

Feature of Formal operational stage, 11+

Reasoning no longer limited to what can be directly seen or heard.

Concrete operational thinkers are bound by reality, formal operational thinkers can consider realms of possibility.

What if we had no thumbs?

29
Q

Educational applications of Piaget’s ideas

A

Formal methods of instruction - worksheets and text books - are unsuitable for young children’s ways of learning.

Progressive education - how to learn rather than what to teach.

Notion of readiness - educational experiences must be matched to a child’s level of understanding.

Notion of discovery learning - learner draws on their own past experience and existing knowledge to discover new knowledge.

30
Q

Discovery learning

A

Guided learning

Problem based learning

Simulation based learning

Case based learning

Incidental learning

Teacher as facilitator of children’s own constructive endeavours, not transmitter of knowledge.

31
Q

Criticisms of Piaget’s theory

A

Underestimates the competence of children

Age norms are disconfirmed by the data

Characterises development negatively

Neglects to role of social factors in development

32
Q

Evidence against - Conservation

A

McGarrigle and Donaldson showed that through their ‘naughty teddy’ conservation experiment, that 4 - 6 year olds (pre-operational stage) displayed an ability for conservation.

Their hypotheses was that in the original test, the non-verbal behaviour of the experimenters influenced the child’s understanding of the questions.

33
Q

Evidence against - Object permanence

A

Baillargeon showed that 3 1/2 and 4 1/2 month old infants can display object permanence.

The experiment used a rotating screen to trick infants into thinking the screen would be passing through an object, and measured the infants gaze as this happened.

The original experiment relied on the infants coordinating a series of motor movements to reveal the hidden object, an ability they struggle with and therefor do not peruse the goal of revealing the object.

34
Q

Vocab - Abstract

A

Existing in thought or as an idea but not having a physical or concrete existence.