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

Neo-Piagetian Developmental Theories

Dr. K. A. KorbUniversity 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


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


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


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


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


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


• 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


Optimal Level

Functional LevelUnmeaningful

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


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


Comparing Developmental Theories

Active/Passive Nature/Nurture Stage/Continuous

Piaget Active Both Stage

Information Processing Active Both Both

Sociocultural Active Both Continuous

Neo-Piagetians Active Both Stage

Social Learning

Psychosocial

Attachment

Ecological Systems


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


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


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


Documents

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