piaget's influence Flashcards
what are the piagetian stages of development
- sensori-motor
- pre-operational
- concrete operational
- formal operational
what is the developmental period of sensori-motor
0-2 years - infancy
what is the developmental period of pre-operational
2–7 years early childhood
what is the developmental period of the concrete operational stage
7-12 years - middle childhood
what is the developmental period of the formal operational stage
12 years onwards - adolescence and adulthood
what are characteristics of the sensori-motor stage
- perception is subordinate to action
- lack of mental imagery
- solipsism - failure to distinguish between the self and the rest of the universe
- don’t have object permanence
- at 18-24 months the infant is able to conceive the existence of an object independently of self -n no longer solipsism
- infant understands there is self and there is world - acquisition of mental imagery
what is solipism
failure to distinguish between the self and the rest of the universe
what is object permanence
understanding that things exist even when we can’t sense them directly
at what age does an infant begin to conceive an object independently of self
18-24 months
what are characteristics of the preoperational stage
- mental imagery without principle thought
- egocentrism
- operational intelligence
- failure to decenter
what is egocentrism
difficulty taking another person’s perspective
what is operational intelligence
the process of solving a problem by working through logical principles
what is failure to decentre
broader attention to the various aspects of a problem instead of fixating on just one
what paigetian tests were used to reveal the quality of preoperational thinking
- conservation
- class inclusion
what is conservation in preoperational
- the child gives an intuitive answer instead of working out the correct response based on operational thought
what is class inclusion
the ability to classify objects into one or more category at a time
e.g. in preoperational they struggle to focus on multiple subclasses
what are characteristics of the concrete operational stage
- principled thought confined to real life problems
- children give correct answer in conservation tasks
- children are able to provide logical justifications for their answers
- confined to real life problems and they struggle to apply principle though to abstract problems
what justifications did children give in the conservation task in the concrete operational stage
- compensation
- inversion
- identity
what are characteristics of formal operational
principled thought to applied abstract problems
how did the pendulum task test formal operational thinking
- asked which factor determines the speed of the pendulum
- factors include - weight, length, force and height
what did Margaret Donaldson argue about piagets theory
- piagetian task did not make human sense
- showed that when problems are rephrased children are able to pass conservation tasks much earlier
what is the naughty teddy version of the conservation task
- McGarrigle and Donaldson 1974
- teddy messed up a row of sweets - children answered correctly
what piagetian tasks were revisited
- the mountains task
- class inclusion
- inference by elimination
what was the inference by elimination task
- Rai and Mitchell (2006)
- evidence that 4 year olds can reason logically
- pictures of 3 superheroes and say one of these is Murkor
- unfamiliar name belongs to the unfamiliar character
what is inter-cognitive conflict
- Russell
- 2 pencils same length on table
- if pencil moved towards child they said the pencil was longer
- dominance influenced the pair’s decision
what is Vygotsky’s theory
social transmission and social constructivism
what did vygotsky emphasise in cognitive development
- the role of the environment
what did vygotsky argue about cognitive abilities
- they are socially constructed depending on context
what did vygotsky propose learning is motivated by
- a need to interact with others
what did vygotsky suggest were fundamental in development
- culture and language
what did vygotsky say is a function of language
- thinking
what is linguistic relativity
- language shapes the culture and culture shapes the language
what is zone of proximal development
- in order to learn something, the child needs to be cognitively ready - it can be explained
what is scaffolding
the parents create support structures to aid children’s learning
what does piagets view stress
- the internal/endogenous control of cognitive development
what does piaget attribute development to
- personal discovery
what does piaget say learning is driven by
- curiosity
what does vygotsky stress
- external/exogenous influences
what does vygotsky attribute devlopment to
processes of development of social construction
how do children learn according to vygotsky
- mentors/adults aid in guiding through steps of learning
what does vygotsky say learning is motivated by
- need for social interaction
what are positives of piagets theory
- comprehensive account of development wit a strong educational emphasis
- concerned with process rather than with end result
what are disadvantages of piagets theory
- little emphasis on social or emotional factors
- underestimate childrens abilities
