Piaget's Theory of Cognitive Development

Question 1

Basic Tendencies in thinking

Answer 1

Functional invariants: 1. Organization 2. Adaptation

Question 2

Organization definition

Answer 2

1. Simple structures are continually combined and coordinated to become more sophisticated, thus more effective.
2. Schemas

Question 3

Schemas

Answer 3

The internal perceptual-motor coordination. Organized systems of action or thought that allow us to mentally represent or think about a the objects/events in our world. They are the building blocks of knowledge.

Question 4

Organization conclusion

Answer 4

As a person’s thinking processes become more organized and new schemes develop, behavior becomes more sophisticated and better suited for the environment.

Question 5

Adaptation

Answer 5

Adjusting to the environment. Operational processes: assimilation and accommodation.

Question 6

Assimilation

Answer 6

Use of existing to make sense of events in our world. Adjust the info to fit our thinking.

Ex: kids calling a zebra a horse

Question 7

Accommodation

Answer 7

The change of existing schemes to respond to a new situation. Adjust our thinking to fit the new info.

Ex: kids add new scheme for recognizing a zebra to their system of identifying animals.

Question 8

Adaptation conclusions

Answer 8

1. People adapt to their increasingly complex environments by using assimilation and accommodation, both are required most of the time.
2. At times, neither assimilation nor accommodation is used. If something is too unfamiliar people may ignore it. Ex: if you overhear a conversation in a foreign language you will probably not try to understand it (unless you have some knowledge of the language).

Question 9

Equilibration

Answer 9

The act of searching for a balance. The actual changes in thinking take place through this process.

Question 10

Factors determining the operation of the functional invariants

Answer 10

Heredity and environment.

Question 11

Heredity

Answer 11

Provides/determines essential equipment. Also sets the timetable for maturation of this equipment.

Question 12

Environment

Answer 12

Interacts with species in 2 ways.

1. Direct physical experience–> reflective abstraction
2. Social transmission

Question 13

Functional invariants

Answer 13

Any of the processes of organization and adaptation that characterize the biological systems and operate throughout the lifespan.

Question 14

Reflective abstraction

Answer 14

Describes how adolescents acquire knowledge for the first time by thinking about their thoughts and abstracting from three personal reflections.

Question 15

The learning process

Answer 15

In 3 phases: equilibrium, disequilibrium, and re-equilibrium.

Question 16

How learning through equilibrium works

Answer 16

If we apply a particular scheme to a situation and the scheme works, then equilibrium exists.

Question 17

How learning through disequilibrium works

Answer 17

If the scheme does not produce a satisfying result, then disequilibrium exists, and we become uncomfortable. This phase is critical. Its the source of energy needed for motivation. It motivates us to reach re-equilibrium.

The level of disequilibrium must be just right. Too little and we aren’t interested in changing. Too much disequilibrium and we may be discouraged or anxious and not change.

Question 18

How learning through re-equilibrium works

Answer 18

The solution to disequilibrium. 3 ways to achieve this phase.

1. Create a new schema
2. Extend an existing schema
3. Ignore the new info.

Question 19

The learning process conclusions

Answer 19

• Emphasizes direct physical experience
• knowledge and meaning are personal constructions
• learning is it’s own reward.