Piaget and Cognitive Development Opener n Briefly Summarize
+ Piaget and Cognitive Development
+ Opener n Briefly Summarize Each of These Concepts n Schema n Disequilibrium n Assimilation n Accommodation
+ First - Some Ideas About Learning n Romantic n n Ideology: Predisposed to Knowledge Plato and older philosophers: The mind exists somewhere else first Children are just mini-adults that just haven’t had the same experiences as adults
+ Ideas About Learning n. Cultural Transmission - Tabula Rasa n Aristotle - John Locke n Society and Adults can impress anything they want onto a child (at any time too) n All development from the environment
+ Progressive Ideology n Humans are go through stages of intellectual ability - these are genetic n From experiencing the world, humans gain an understanding of it
+ Important Concepts of Piaget’s Stages of Cognitive Development n. These are important to understand for Piaget’s theory!
+ Active Construction n Cognitive n Children n They ability is not simply taught must actively explore the world must actively construct their own understanding through assimilation and accommodation
+ Qualitative Differences (vs. Quantity) n What do you think this means? n It is not a limit on how much a child can learn! n It is the type of understanding; the way that children are able to understand the world
+ Universal n These stages are the same for every child, regardless of their culture
+ Invariant Sequence n. A child cannot jump past stages. n. The stages must progress in order 1 -3 -2 -4
+ Age Does Not Equal Stage n Just because a child is a certain age, it does not mean that they have reached the corresponding stage. n Just because a child is a certain age, does not mean they cannot progress to the next stage. n n THE AGES ARE APPROXIMATE AND AVERAGES (“Typical Children”)
+ Stage Mixture n There is no solid boundary between stages n Cognitive development is a progression, and some cognitive abilities mix through each stage
+ Object Permanence
+ Conservation - Number n Look n Is at each row of Jelly Beans there more in the top row? n Is there less in the top row? n Are they the same amount?
+ Conservation - Area n Which cow has more grass to eat? A B
+ Hypothetical-Deductive Reasoning n 1 Volunteer Please n John is taller than Sam is taller than Anne n Who is taller: Anne or John?
+ Hypothetical-Deductive Reasoning n RULE: If you hit a glass with a piece of paper, the glass will break n Mr. Zika hit a glass with a piece of paper: n What happened to the glass?
+ Scientific-Inductive Reasoning n Three strings are hung from a bar. String #1 and #3 are of equal length. String #2 is longer. Charlie attached a 5 unit weight at the end of sting #2 and #3, and a 10 unit weight to #1. n Charlie wants to find out if the length of the string has an effect on the amount of time it takes the string to swing back and forth.
+ Conservation: Liquid n Which glass has more water?
+ Reversibility n Which order will the balls come out in?
+ Sensory-Motor Stage 0 -2 Years old
+ Reflex 0 -1 Month Reflex - Sucking Reflex - Grasping
+ Reflex 0 -1 Month n No Causality
+ First Differentiations 1 -4 Months n Differentiation of Objects Baby will reject object if it’s not what they want
+ First Differentiations 1 -4 Months n No Special Behavior Regarding Vanishing Objects n Change in Perspective Seen as Change in Objects n No Connection Between Movement of Self and Objects (Intentionality)
+ Reproduction 4 -8 Months n Reproduction n Anticipates of Interesting Events (Assimilation) Positions of Moving Objects
+ Coordination of Schemata 8 -12 Months n Application of Known Means to New Problems (Means to Ends) n Object Permanence Before After
+ Coordination of Schemata 8 -12 Months n Consistency of Objects
+ Invention of New Means 12 -18 Months n Children Experiment: Create New Schema (Accommodate) for Unique Problems
+ Invention of New Means 12 -18 Months n Sequential n But Displacements Still Can’t Imagine n Invisible Displacements
+ Representation 18 -24 Months n Representation of Spatial Relationships… But Recent Studies Show Errors of Scale
+ Representation 18 -24 Months n Invention of New Means Via Internal Combinations (Mental Images) n Children Begin to Think About Solutions to Problems
+ Representation 18 -24 Months n Invention Of New Means Via Internal Combinations (Mental Images) n Children Begin to Think About Solutions to Problems Pretend Play
+ • • Sensory-Motor Stage 0 -2 Years old Reflex activities to purposeful motor activity Understanding of objects and spacial relationships From a new being to beginnings of language Pretend play emerges in the next stage
+ Pre-Operational Stage (Pre-Logical) 2 -7 Years Old n Language Explosion: Children begin to use words to represent objects n Thinking n n n is still relatively limited; It is dominated by: Egocentrism Centration: Judgment Based upon Perception Lack of Transformation Reasoning Lack of Reversibility All Lead to lack of Conservation
+ Pre-Operational 2 -7 Years Old “Egocentrism” “Is your mom home? ” Nods head ‘yes’ Unable to understand that other people have different points of view
+ Pre-Operational 2 -7 Years Old “Centration” Children focus on the perceptual; center on what is seen, not evaluating process
+ Pre-Operational 2 -7 Years Old “Centration” Children focus on the perceptual; center on what is seen, not evaluating process
+ Pre-Operational 2 -7 Years Old “Transformational Reasoning” Focus on the original state and the final state, but not the process of transformation
+ Pre-Operational 2 -7 Years Old “Reversibility” Inability to follow a line of reasoning back to the beginning; cannot mentally reverse actions
+ Pre-Operational 2 -7 Years Old “Reversibility” Inability to follow a line of reasoning back to the beginning; cannot mentally reverse actions
+ Pre-Operational 2 -7 Years Old “Reversibility” WHY? ? ? - Most of life (experience) in the sensorimotor stage and beyond involve few examples or patterns that can be perceived as reversible
+ Pre-Operational 2 -7 Years Old “Conservation” n Centration, Lack of Transformational Reasoning, and Lack of Reversibility = Lack of Conservation Centration
+ Pre-Operational 2 -7 Years Old “Conservation” n Centration, Lack of Transformational Reasoning, and Lack of Reversibility = Lack of Conservation Mass - 4 Mass - 6
+ Pre-Operational 2 -7 Years Old “Conservation” n Centration, Lack of Transformational Reasoning, and Lack of Reversibility = Lack of Conservation Liquid - 5 Liquid - 9 Liquid - 10
+ Piaget and Conservation n Piaget suggested that each of the conservation skills built on each other
+ Concrete Operational Stage 7 -11 Years Old n REMEMBER: Progress between stages is continuous; there are no abrupt changes! n “Concrete”: n Logical (real, observable) Operations n Seriation n Classification n Theory many”) of Mind and Social Interactions (“one among
+ Concrete Operational 7 -11 Years Old “Logical Operations” n Can use logic to develop understanding of all of the conservation tests n Concrete n Still - Real - Tangible - Physical struggle with verbal or hypothetical problems
+ Concrete Operational 7 -11 Years Old “Logical Operations” n Can use logic to develop understanding of all of the conservation tests n Concrete n Still - Real - Tangible - Physical struggle with verbal or hypothetical problems
+ Concrete Operational 7 -11 Years Old “Seriation” The ability to mentally arrange a set of elements accurately along a dimension such as size, weight, and volume
+ Concrete Operational 7 -11 Years Old “Classification” Braden's classification error The ability to form collections of things beyond a single variable; Understanding of relationships between classes and sub-classes
+ Concrete Operational 7 -11 Years Old “Classification” Wooden Beads Brown Beads White Beads The ability to form collections of things beyond a single variable; Understanding of relationships between classes and sub-classes
+ Concrete Operational 7 -11 Years Old “Classification” White-throated Robin • Bird • Mammal • Animal • American Species • Insectivorous The ability to form collections of things beyond a single variable; Understanding of relationships between classes and sub-classes
+ Concrete Operational 7 -11 Years Old “Theory of Mind” The ability to take on the views of others: This allows truly social interactions; cooperation, sympathy and empathy
+ Concrete Operational 7 -11 Years Old “Theory of Mind” The ability to take on the views of others: This allows truly social interactions; cooperation, sympathy and empathy
+ Concrete Operational 7 -11 Years Old “Theory of Mind” Oops Broken Lamp NOT Oops Application to rules: intentionality and justice
+ Formal Operational Stage 11+ Years Old n Adolescents begin using abstract logical thought n Quality of thinking changes; becomes like adult thinking n New form of egocentrism: Ideals vs. Reality n *Some adults do not fully enter or exercise formal operations
+ Formal Operational Stage - 11+ “Deductive Reasoning” n Ability to apply general concepts to specific situations n (Still allows room for disequilibrium!)
+ Formal Operational Stage - 11+ “Deductive Reasoning” Still allows room for disequilibrium!
+ Formal Operational Stage - 11+ “Hypothetical-Deductive Reasoning” n Ability to apply HYPOTHETICAL general concepts to specific situations n Ability to reason about a ‘false premise’ and still come to a logical conclusion
+ Formal Operational Stage - 11+ “Inductive Reasoning” n Ability to reason about specific facts and come to a general conclusion (Scientific laws)
+ Formal Operational Stage - 11+ “Inductive Reasoning” n Ability to reason about specific facts and come to a general conclusion (Scientific laws)
+ Formal Operational Stage - 11+ “Inductive Reasoning” n Ability to reason about specific facts and come to a general conclusion (Scientific laws) n Darwin’s Finches: n All Finches + n Different Traits + n Different Islands + n = Common Ancestor n = Natural Selection
+ Formal Operational Stage - 11+ “Combinatorial Reasoning” n Ability time to reason about a number of variables at one Not something a concrete operational child can do reliably n EX: The myriad factors that lead to poor educational results for some groups of children and not others, and how the process perpetuates itself! SOCIO-E PEER I NFLUE CONOM NCE I C P S A T G A T D U S R WO TURE C U R T S ACCESS TO SUPPLIES INFRA L URBAN O O H SC /RURAL RACISM L A N IO T U INSTIT SINGLE-PARENT NCE E I R E ACESS EXP R TO PRE E H NATAL C TEAC ARE n
+ Formal Operational Stage - 11+ “Reflective Abstraction” n Internal thought or reflection based upon available knowledge n Ability to construct new knowledge from internal reflection and abstract thinking alone!!! Mr. Zika’s Example Darwin’s Finches
+ Formal Operational Stage - 11+ “Egocentrism” n New-found logical abilities n In the mind of adolescents: if it is logical to them, then it is always right n If it is illogical to them, then it is always wrong n The world is not always logically or rationally ordered!
+ Critiques of Piaget’s Theories n Small Sample Size (his children & eventually about 1500 total) n He may have underestimated ages of advancement n Some of the tasks he tested can be performed successfully with some instruction n BUT… n Still consistent n Left us with an understanding that children do think differently n Still used by teachers, parents, and childcare workers
+ Review: 6 Important Concepts n Active Construction n Qualitative Differences n Universal n Invariant n Age Sequence Does Not Equal Stage n Stage Mixture
+ Piaget’s 4 Stages
+ Lev Vygotsky n About same time as Piaget - Died at 38 n Addressed the social aspect of learning
+ Vygotsky n Piaget and Active Construction through Exploration VS. n Vygotsky says ok, but we would not go far with that alone n We need guidance; knowledge from generations before n Can these be reconciled, or incompatible?
+ Vygotsky n. Culture does play a role n. Language n. Numerical Systems n. Writing n. Scientific Concepts n. Values of types of thinking
+ Vygotsky and Language n Piaget n. Private as source of thought - language as byproduct of thought Speech and Inner Speech
+ Zone of Proximal Development ZPD I cannot do it, even with help I can do it, with help (Scaffolding) ZPD I can do it on my own!
+ Scaffolding
+ Are Piaget and Vygotsky Compatible? n Effects of parents, peers, and teachers…
- Slides: 76