1. Neo-Piagetian Developmental Theories
Dr. K. A. Korb
University of Jos

2. Robbie Case Similar to Piaget Different from Piaget
Dr. K. A. Korb
University of Jos
Robbie Case
Similar to Piaget
Assumption that child development proceeds in stages
Children develop more sophisticated mental structures in each stage
Different from Piaget
Incorporation of elements of Information Processing Theory into the stages

3. Methodology Identical to Piaget
Dr. K. A. Korb
University of Jos
Methodology
Identical to Piaget
Primarily cross-sectional where children of multiple ages are given various cognitive tasks to determine their performance on the tasks
Error Analysis: Pattern of correct and incorrect answers determines the rule that is used to solve problems

4. Dr. K. A. Korb
University of Jos
Robbie Case
Advancement to a new stage is the result of increased capacity in working memory
Increased efficiency by automatizing processes
Brain maturation increases working memory capacity
Each stage is represented by a different central conceptual structure
Central Conceptual Structures: Mental network of concepts used to represent and assign meaning to problems
A central conceptual structure is used to solve problems within a culturally defined domain

5. Dr. K. A. Korb
University of Jos
Domains of Thought
Numerical: Counting and non-numerical representation
Social: Theories of mind and scripts of the sequence of events
False belief task
Spatial: Represent a 3D object on paper and represent the relative locations of objects

6. Central Conceptual Structure: Number
Dr. K. A. Korb
University of Jos
Central Conceptual Structure: Number
Case’s stages
Predimensional: Two independent schemas of quantity
Non-numerical, Counting
Unidimensional: Merged schemas, but represent on one dimension
Bidimensional: Can compare two mental number lines together
Integrated Bidimensional: Generalize relationships to entire number system

7. Dr. K. A. Korb
University of Jos
Kurt Fischer
Focus on cognitive variability and children’s performance within the socio-cultural context
Dynamic skill theory: Why and how variability in children’s cognitive performance occurs
A supportive social context is the most important factor to children’s cognitive and skill development
A child is most likely to be advanced in a skill if they are raised in an environment that supports the development and use of the skill
A child will be less advanced at a skill if they have little support or training
An individual child will show various levels of cognitive functioning across various domains depending on the opportunities for developing a specific skill in the social context

8. Dr. K. A. Korb
University of Jos
Support Hi
Optimal Level
Functional Level
Unmeaningful Lo
Skill Lo Hi
None
Developmental Range
Optimal Level: Performance in a skill with adequate supports
Supports: Prompts, model, cooperation with someone more advanced
Functional Level: Highest skill level when functioning independently under low support
Unmeaningful: Performing in a setting without meaning, value, or support

9. Dr. K. A. Korb
University of Jos
Kurt Fischer
Child’s level of cognitive functioning has to do with the fit between a child and their environment
Because different children are raised in different settings that demand different skills, different children will likely follow different developmental pathways to the same skill

10. Kurt Fischer Skills develop through four tiers
Dr. K. A. Korb
University of Jos
Kurt Fischer
Skills develop through four tiers
Reflex: Innate actions that require stimulation to be performed
Sensorimotor: Smooth actions on observed objects
Representational: Symbolic meanings about concrete objects
Abstractions: Higher-order representations about intangible and generalized aspects of objects or events
However, Fischer cautions against focusing on stages
Under optimal conditions, people show jumps in performance that look like stages
Under low-support, children develop in a linear fashion

11. Comparing Developmental Theories
Active/Passive
Nature/Nurture
Stage/Continuous
Piaget
Active
Both
Stage
Information Processing
Sociocultural
Continuous
Neo-Piagetians
Social Learning
Psychosocial
Attachment
Ecological Systems
Dr. K. A. Korb
University of Jos

12. Critique of neo-Piagetians
Dr. K. A. Korb
University of Jos
Critique of neo-Piagetians
neo-Piagetians enhance Piaget’s theory by:
Proposing processes to account for Piaget’s proposed developmental changes
Clarifying Piaget’s stages

13. Implications for Instruction
Dr. K. A. Korb
University of Jos
Implications for Instruction
The learning environment should support the stage where the learner is at
Interaction with peers fosters cognitive development
Provide strong educational support for students to develop their skills

14. Dr. K. A. Korb
University of Jos
Revision
Explain the similarities and differences between Robbie Case and Piaget’s theories of cognitive development
Explain the similarities and differences between Kurt Fischer and Piaget’s theories of cognitive development
Explain how Robbie Case’s theory is similar to information processing theories
Explain how Kurt Fischer’s theory is similar to Vygotsky’s theory