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Chapter 7 - Piaget I.Piaget’s Theory 4 stages Cognitive development Same order in all kids
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Principles - development proceeds via: Adaptation respond to environment
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Assimilation - incorporating new info into current understanding Accommodation - changing existing understanding based on new information
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Structures - organization Behavioral scheme - organized pattern of behavior Symbolic scheme - representing events mentally Operational scheme - mental problem-solving
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Stages = different types of logic & cognition Impetus to advance = inability of old logic to handle new information
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II. Stages A.Sensorimotor Period (Birth - 2) - using reflexes for beginning problem solving Substage 1 (Birth - 1 month) - refine reflexes
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Substage 2 (2-4 months) - primary circular reaction - chance event occurs re stimulating own body - infant finds event pleasing - infant repeats => beginning of intentional behavior
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Substage 3 (4-8 months) - secondary circular reaction - learn by chance to make things happen to external objects
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Substage 4 (8-12 months) - coordination of secondary schemes - combining 2+ secondary reactions to achieve goal - 1 st truly intentional behavior
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Substage 5 (12-18 months) - tertiary circular reactions - systematically experiment with objects - try new methods to solve problems - emergence of curiosity
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Substage 6 (18-24 months) Symbolic problem-solving - carry out experiments mentally - insight and planning - deferred imitation Object permanence - know objects still exist even when hidden
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Summary of Sensorimotor - from reflexive, immobile infants to planful thinkers - form simple concepts/solve problems Deficiency: no symbolic thought
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B.Preoperational Period (2-7 years) - beginning use of mental symbols “Preoperational” - not yet thinking logically - magical thinking - focus on deficiencies
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Ability:Symbolic function Beginning ability to make one thing represent another Language Pretend play
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5 Deficiencies - perceive things only 1 way at a time Egocentrism - no perspective taking Animism - attribute lifelike qualities to inanimate objects
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Phenomenism - think appearance = reality Centration - consider only one aspect when need to consider 2+ No conservation - cannot understand that basic properties of object do not change when appearance changes
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C.Concrete Operational Period (7-11) Ability = Mental Operations - think logically - about real objects & experiences
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Additional mental operations: Reversibility - ability to mentally reverse an action Seriation - ability to mentally arrange objects along a dimension
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Deficiency - cannot think abstractly (concrete = bound to existing objects)
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Piaget & Education Construct own knowledge Best = challenging but within ability range Use real objects Active learning (not listening) vs. Doman’s Better Baby Institute
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D.Formal Operational Period (12+) Ability = Abstract thought - mental actions performed on ideas & propositions - reason logically - not necessarily based on reality
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Hypothetical-Deductive Reasoning all factors that could affect an outcome generate hypotheses test the hypotheses in orderly fashion
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Personal & social implications Positive Apply problem-solving to life choices Consider possibilities Form stable identity Take others’ perspectives
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Problematic Anger at world’s illogicality Frustration with those in charge -> all-or-none thinking Greater self-consciousness: Egocentrism vs. Social perspective-taking
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We don’t all reach formal operations Intellectual abilities Formal schooling Maybe we have reached but don’t demonstrate ability
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III. Criticisms of Theory Competence vs. performance 1.Tasks may be too difficult 2.Low motivation to perform 3.Poor memory
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Following social conventions Socially appropriate responses vs. understanding Training Piagetian Concepts Necessity of maturation vs. Research on teaching concepts (Gelman)
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Lack of Consistency within Stages Children perform at different levels Timing of Stages/Skills Piaget’s ages not always appropriate But sequence of abilities is supported
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IV. Neo-Piagetians 1.Qualitative changes in thinking - At 2, 7, 11 - Retain the 4 basic stages & their sequence - Still no good explanation of how/why children advance 2.Performance varies by task
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