PSY 2105 Chapter Notes - Chapter 8: Almost Surely, Unstructured Interview, Egocentrism
24 May 2018
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Department
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Professor
PSY2105A Dr. Isabelle Boutet
Chap 8: Piaget’s Theor of Cogitie Deelopet 15.05.18
Chap 8 p 262-294
Priiple goal of eduatio i shools should e reatig e ad oe ho are apale of doig e thigs,
ot sipl repeatig hat other geeratios hae doe. – Piaget
• “hool sstes are desiged aroud Piaget’s oepts – ages of children in primary school (4-5),
elementary (6-12), and secondary school (12-17); corresponds with operational thinking stages
Cognition: mental activity through which human beings acquire and process knowledge
• learning, memory, reasoning, intelligence, and thinking
• measure thigs e a’t osere – observe behavior and make inferences on their cognition
Cognitive Development Concepts
Piaget believed that children construct knowledge; constructivist view of children
• born with rudimentary biology to start interacting with environment and develop cognitively
o ways of interacting with the environment differ with ages
• children construct knowledge for themselves in response to their experience
o intrinsically motivated to learn conceptual information (cognition)
• reflect or try to make sense of their experience and experiments; infer rules about the world around them
schemas: cognitive structures/functions; a cognitive framework that allows a child to make sense of the world in
ways that he can understand; way to organize info to understand and remember
• development refers to a continual reorganization of knowledge about the world into new and more
complex structures
• i.e dropping schema – drop a round object it will fall and make a mess, child learns about gravity;
throwing a ball to reach a destination with proper strength etc. = more sophisticated structure
New Cognitive Structures
1) Organization – internally organizing separate structures via looking, sucking and grasping
2) Adaptation – when structures do not fit new information about the environment, there is disequilibrium
which drive the organism to seek new ways to meet the challenges posed by; old structures need to be
adapted
• Assimilation – new experiences using existing structures/ways of understanding the world
o no drastic change of the idea of the structure, the child incorporates new realities to expand
possible scenarios of the structure; adapt old ways to new scenarios
o i.e assimilation of going down stairs bwds to get down from sofa bwds
• accommodation – when our existing structures do not allow us to conquer the challenges posed by our
environment; when assimilation fails, create new structures or modify existing ones
o approaching the world in a qualitatively different way
o i.e accommodate getting down from a bed that is too high by grasping sheets for help and
dropping safely to the floor – learn new way in a similar or different scenario
Activity – find illustrations from your own experience or from experiences of children you have witnessed
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Chap 8 p 262-294 (cid:862)pri(cid:374)(cid:272)iple goal of edu(cid:272)atio(cid:374) i(cid:374) s(cid:272)hools should (cid:271)e (cid:272)reati(cid:374)g (cid:373)e(cid:374) a(cid:374)d (cid:449)o(cid:373)e(cid:374) (cid:449)ho are (cid:272)apa(cid:271)le of doi(cid:374)g (cid:374)e(cid:449) thi(cid:374)gs, (cid:374)ot si(cid:373)pl(cid:455) repeati(cid:374)g (cid:449)hat other ge(cid:374)eratio(cid:374)s ha(cid:448)e do(cid:374)e. (cid:863) piaget. (cid:272)hool s(cid:455)ste(cid:373)s are desig(cid:374)ed arou(cid:374)d piaget"s (cid:272)o(cid:374)(cid:272)epts ages of children in primary school (4-5), elementary (6-12), and secondary school (12-17); corresponds with operational thinking stages. Cognition: mental activity through which human beings acquire and process knowledge learning, memory, reasoning, intelligence, and thinking: measure thi(cid:374)gs (cid:449)e (cid:272)a(cid:374)"t o(cid:271)ser(cid:448)e observe behavior and make inferences on their cognition. Methods piaget used to evaluate his theory: unstructured interview with children. Emphasis on mistakes (sign of disequilibrium) i. e conservation task does the taller skinnier cup have more liquid, or the shorter wider cup have more liquid. Stages of development sequence is important: sensorimotor stage 0-2 yrs old. From reflexes to goal-oriented actions performed on the environment. From actions centered on body t world around them.
