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Background Exceptional – by 16 had 21 published scientific articles; biology – mollusks Worked w/ Binet – IQ –psychology Greater interest in wrong answers and ideas about how children
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COGNITIVE DEVELOPMENT
Piaget
Cognitive Development
Transitions in patterns of thinking, reasoning, remembering and problem solving – processing
Operation = internal or mental transformations
Perception and processing of information and experiences - learning
Background
Exceptional – by 16 had 21 published scientific articles; biology – mollusks
Worked w/ Binet – IQ –psychology
Greater interest in wrong answers and ideas about how children
ProcessGradual changes over time Biological maturationProcess is universal – content variesSchemasSocial experience – interaction
w/people and environment Complementary processes
Assimilation Accommodation
Schemas
Internal representation of the world
Framework on which knowledge is based
Simple schemas move to the more complex – experience and maturation Mom = source of comfort, can find her
among others
Equilibrium and Disequilibrium
Child needs stable internal world
If new experiences don’t match existing world then disequilibrium exists
The child accommodates to restore balance– alters perceptions of how things work -- accommodation
Processes Assimilation – layer
on existing experiences – fits into schema
Accommodation – create new cognitive structures – alters schema
Sensori Motor B-18M
Object permanence Primary circular reaction Secondary circular reactionTertiary circular reaction
Pre Operational 2-7CAN DO symbolic thoughtLimitations in thinking - keyEgocentrism --Animism Centration No conservation – mass volumeNo reversibility Artificialism
Concrete Operational 7-P
Mastered the limitations of pre-op thinking
Gradual process
Formal Operational P-D
Abstract thinking Use of logic Systematic thinkingEvaluation of consequences
Critique
Stages not tied to individual underestimation of children’s thinking Many (30%) don’t reach level of formal
operation Western culture
Kohlberg: Basic idea
Ability to reason morally tied to level of cognitive ability
Reasoning not actions/choices
Interest in WHY Heinz’ Dilemma
Justice and principles orientation
Gilligan: Basic idea
Females reason different from males Care and responsibility orientation Relationships and other directedness
Level I: Pre conventional
Stage 1 – punishment and obedience orientation – right/wrong based on fear of punishment
Stage 2 – naïve reward (naïve instrumental hedonism) orientation – seek rewards
Level II: Conventional
Stage 3 – “good boy, good girl” morality orientation – seek approval from significant others
Stage 4 – authority (“law and order” orientation – conformity to rules, often rigid – society’s approval
Level III: Post Conventional
Stage 5 – social contract orientation –not dependent on the approval of other – rather a mutual agreement about rights – more flexible – can change the contract
Stage 6 – morality of individual principles (universal ethical principles-moral conduct based on human rights that transcend law and government – willingness to take consequences if break
Gilligan:
Level I: selfish – what do I want/need
Level II: sacrifice – responsibility to others before own needs
Level III: balance –greatest good for both self and others
Evaluation and Critique
High correlation between reasoning and behavior
People show mixture of reasoning and behaviors – adjacent stages
Males and females both employ “principles and justice” and “care and responsibility”
Western culture
