Piaget s important concepts

Transcription

1 Piaget s important concepts Assimilation- interpreting one s new experiences into one s existing schemas. Accommodation- adapting one s current understandings (schemas) to incorporate new information.

2 Figure 4.10 Pouring experience into mental molds Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

3 Figure 4.9 An impossible object Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

4 Piaget s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational

5 Sensorimotor Stage The Sensorimotor Stage is from approximately birth to 2 years of age. Babies take in the world purely through their senses- looking, hearing, touching, tasting and grasping.

6 Sensorimotor Stage At 4 to 8 months of age, your child will learn that she can make things move by banging them and shaking them. (Example--shaking a rattle, banging on toys, banging on tray of high chair)

7 Figure 4.7 Infant at work Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

8 Sensorimotor Stage Between 12 and 18 months your child will be able to represent hidden objects in her mind (Object Permanence). In other words, she will be able to see objects even when they are out of sight. Before Object Permanence- what is out of sight, is gone from the universe forever.

9 A baby with no object permanence

10 Figure 4.11 Object permanence Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

11 Sensorimotor Stage Mediation: At 18 to 24 months of age, a child will begin to use images to stand for objects. In other words, a physical object can represent something else. Symbols represent objects or events in one s own environment.

12 Figure 4.8 Scale errors Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

13 Figure 4.12 Baby math Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

14 Preoperational Stage The Preoperational Stage is from approximately 2 to 7 years of age.

15 Preoperational Stage At the early part of this stage, mediation will evolve to allow children to be able to apply this ability to symbolize with objects, to people (names represent people).

16 Preoperational Stage During this stage, the child will not understand the concept of conservation.

17 Conservation The principal that quantity remains the same regardless of changing of shape. Figure 4.13 Piaget s test of conservation Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

18 Conservation Tasks 2009 Pearson Education Canada Inc.

19 Preoperational Stage Children in the preoperational stage are egocentric (the inability to take on another s point of view). Do you have a brother? Yes. What s his name? Jim Does Jim have a brother? No.

20 Egocentrism

21 Preoperational Stage Theory of Mind: The ability to consider their own and others mental states. Autism: This is absent in many autistic children. (when asked where Sally will look when she returns to the room, autistic children will say in the blue cupboard.)

22 Theory of Mind

23 Preoperational Stage Abilities to think symbolically and take another s perspective do not miraculously appear. Instead, they begin early and develop gradually.

24 Concrete Operational Stage 7-11 years old Understand concept of conservation. Can think logically, use analogies, and perform mathematical transformations (5+9 is the same as 14-5) also known as reversibility. Can classify objects based on certain properties Lacks abstract thought

25 Formal Operational Stage What would the world look like with no light? Picture god What way do you best learn? If John is in school, then Mary is in school. John is in school. What can you say about Mary? years old Abstract reasoning Manipulate objects in our minds without seeing them Hypothesis testing Trial and Error Metacognition Not every adult gets to this stage

26 Formal Operational Stage Able to reason about abstract. Can apply abstract principles and make predictions about hypothetical situations. Adolescents grasp a deeper understanding of scientific principles. the ability to combine and classify items in a more sophisticated way.

27 Figure 4.15 Piaget s stages (a) Sensorimotor stage (b) Preoperational stage (c) Concrete/formal operational stage Myers: Psychology, Eighth Edition Copyright 2007 by Worth Publishers

28 Criticisms of Piaget 1. Ages of stages vary quite a bit 2. Research has shown that only about 30-40% of adolescents and adults have reached the formal operational stage in the U.S. 3. Formal operations are almost absent in many non-literate cultures 4. Individuals who have taken science courses (scientific procedures) are always in formal operations

29 Lev Vygotsky Born a Russian Jew Privately tutored via Socratic Dialogue Won the lottery for Moscow University Writings translated first in 1962 Thought and Language (1962) Mind and Society (1978) Died at the age of 38 of tuberculosis

30 Vygotsky s Sociocultural Perspective Sociocultural theory states that: Cognitive development occurs in a sociocultural context that influences the form it takes Most of a child s cognitive skills evolve from social interactions with parents, teachers, and other more competent associates

31 Tools of intellectual adaptation Vygotsky proposed that infants are born with a few elementary mental functions attention sensation perception memory These are eventually transformed by the culture into new and more sophisticated mental processes he called higher mental functions.

32 The Social Origins of Early Cognitive Competencies: Zone of Proximal Development range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner Scaffolding- the expert participant carefully tailors their support to the novice learner to assure their understanding

33 SCAFFOLDING

34 The role of language in cognitive development: According to Piaget: Children partake in egocentric speech, utterances neither directed to others nor expressed in ways that the listeners might understand Egocentric speech played a little role in cognitive development Speech tended to become more social as the child matures-less egocentric

35 The role of language in cognitive development cont d According to Vygotsky: Thought and language eventually emerge He called a child s nonsocial utterances private speech Private speech plays a major role in cognitive development by serving as a cognitive self-guidance system, allowing children to become more organized and good problem solvers As individuals develop, private speech becomes inner speech

36 Which Viewpoint Should We Endorse? According to contemporary research: Children rely heavily on private speech when facing difficult problems There is a correlation between self-talk and competence Private speech does eventually become inner speech and facilitates cognitive development

37 Theories of Cognitive Development: Vygotsky vs. Piaget Vygotsky s sociocultural theory Piaget s cognitive developmental theory Cognitive development varies across cultures Stems from social interactions Social processes become individual-physiological processes Adults are important as change agents Cognitive development is mostly universal across cultures Stems from independent explorations Individual (egocentric) processes become social processes Peers are important as change agents