Psychology 2: Piaget
- Created by: meghampton
- Created on: 21-03-17 17:57
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- Piaget
- Stages
- 1. Sensorimotor
- child's knowledge is limited to what senses tell them when exploring their surroundings
- main achievement of this stage is object permanence - knowing an object still exists, even when hidden
- requires ability to form a mental representation of the object
- 2. Pre-operational
- child has some language but makes logic mistakes
- child is egocentric - can only see the world from their perspective
- able to think about things symbolically, can use language to represent objects.
- show irreversibility - don't understand you can undo an action
- show centration - focus on small aspects of a task, not the task as a whole.
- 3. Concrete Operational
- major turning point in a child's development - beginning of logical/operational thought
- can complete conversation tasks
- don't show egocentrism, irreversibility or centration
- realise that quantities don't change even if the appearance changes
- objects are sorted into categories by features
- can work things out internally
- 4. Formal Operational
- begins at age 11-12 and lasts into adulthood
- people develop the ability to think about abstract concepts
- they can logically test hypotheses
- display idealistic thought - can imagine future change
- 1. Sensorimotor
- believes we are all scientists
- interested in the way in which fundamental concepts like the idea of number, time, quantity etc.emerged
- first psychologist to make a systematic study of cognitive development
- before his work, the common assumption - children are merely less competent thinkers than adults
- focusses on development instead of learning
- explains mechanisms and processes by which a child develops into an individual who can reason and think using hypotheses
- cognitive development is a progressive reorganization of mental processes as a result of biological maturation and environmental experience
- Schemas
- basic building blocks
- enable us to form a mental representation of the world
- use to understand and respond to situations
- as we get older, schemas be more numerous and elaborate
- Assimilation
- using an existing schema to deal with a new object or situation
- Accommo-dation
- existing schema does not work + needs to be changed to deal with an object or situation
- Equilibrium
- force which moves along development
- child's schemas can deal with most new information through assimilation
- Applications
- Readiness - you can't teach a child something if they aren't mature enough
- teaching activities should be appropriate for the learner's stage
- Logical Thinking - needs to be taught to encourage a higher level of cognitive development
- science, maths are important subjects
- Motivation to Learn - cog. growth comes from the desire to resolve conflict/test hypotheses
- teachers should ask questions to encourage discovery learning
- Readiness - you can't teach a child something if they aren't mature enough
- Evaluation
- GOOD
- he changed how people viewed the child's world
- new methods for studying children
- generated a huge amount of research - increased understanding of cognitive development
- practical use of theory to understand and communicate with children
- he changed how people viewed the child's world
- BAD
- other theories suggest development is a continuous process - NO stages
- age ranges are questionnable
- other research shows children moving on earlier
- didn't consider the effect of social setting and culture on cognitive development
- methods are open to biased interpretation
- diary descriptions of observations and interviews alone
- data is based on his own subjective interpretations of events
- underestimated children's abilities because his tests were sometimes confusing or difficult to understand
- child may have object permanence but not be able to search for something
- may be biased - tested his own children
- GOOD
- Stages
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