Schemas and Adaptation Theory - Theories from Piaget
Schemas Basic mental structure into which the information one receives from the environment is organized - Bukatko & Daehler, 2001 Earlier schemas set the stage for constructing new and more sophisticated schemas - Bukatko & Daehler, 2001 Never stop changing and are constantly refined through a process of adaptation
Adaptation Involves constructing schemas through direct interaction with the environment Consists of two complementary activities that involve moving from a cognitive state of disequilibrium to a cognitive state of equilibrium: –Assimilation –Accommodation Results in equilibration Bukatko & Daehler, 2001
Assimilation The individual cognitively adapts to and organizes information by using current, pre-existing schemas (representing current ways of understanding) to interpret experiences and the external world Ongoing process
Disequilibrium Contradiction and conflict to a pre-existing schema that promotes cognitive change; imbalance between what is understood and what is encountered Opportunities to grow and develop are present Implementation of assimilation and accommodation to create a cognitive balance (equilibrium) between thinking and reality
Accommodation Changes in behavior and thinking take place when new information no longer fits into old ways of understanding (the old schemas) Existing schemas change to accommodate new information or new schemas are created that contain the new information Intellectual capacities become re-shaped and reorganized as the child attempts to adjust Thinking becomes more sophisticated Bukatko & Daehler, 2001
Equilibrium Cognitive balance that is restored through the process of assimilation and accommodation
Equilibration Process by which assimilation and accommodation bring about more organized and powerful schemas for thinking More adaptive and sophisticated ways of thinking develop as the child tries to make sense of his world through a continual process of assimilation and accommodation Bukatko & Daehler, 2001