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Schemas, schemas, schemas!
• Born with innate schemas– Based on natural reflexes– As child interacts with environment, these are
modified
• Constantly built, used and updated
Children actively construct knowledge!
Assimilation
• Interpret new experiences in terms of our current schemas
• Make the new information “fit”– Interpret the world around you in ways you are
comfortable with & already know.
Accommodation
• Adjust our schemas to incorporate information from new experiences
• Information doesn’t “fit!” – Initially confusing– update and/or creating new schemas
Growth & new knowledgeProgress through stages of cognitive
development
Sensorimotor Stage Birth-2 years
• Infants try to make sense of the world using innate skills
– i.e. looking, sucking, grasping, and listening
•Knowledge of the world limited to:– sensory perceptions– motor activities
•Object Permanence- understanding that things can exist when they aren’t seen/heard
•Reflexes– Behaviors limited to simple motor responses caused by sensory stimuli
Preoperational StageAges 2-7
• Language Development– Not just words, begin to classify
•Egocentrism- can’t take the point of view of other people
–What will someone think is in a piggy bank?
http://www.youtube.com/watch?v=OinqFgsIbh0&NR=1 http://www.youtube.com/watch?v=GLj0IZFLKvg
Preoperational Stage (Continued)• Theory of Mind
– Ability to infer other people’s mental states– Develops between 3 ½ and 4 ½
Preoperational Stage (Continued)
•Animism- belief that everything that exists has some kind of consciousness.
•Artificialism- belief that natural phenomena are created by human beings
•Symbolism- something is allowed to stand for or symbolize something else
• Children can not:– understand concrete logic– mentally manipulate information
Concrete Operational StageAges 7-11
• Begin to have :–Logical thought about concrete events
• don't understand abstract/hypothetical concepts
–Inductive logic- going from a specific experience to a general principle
•difficulty with deductive logic- going from a general principle to determine the outcome of a specific event
–Conservation- ability to understand that redistributing material does not affect its mass, number or volume
–Use reversibility- awareness that actions can be reversed• My dog is a Labrador, a Lab is a dog, and a dog is an animal.•7 + 8 = 15 so 15 – 7 = 8
–Problem solving is generally random!
http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related
Formal Operational Stage
Begins around ages 11-15 - adulthood • New thought processes emerge:
–Abstract thought –Logical thought– Deductive reasoning– Problem-solving (instead of trial and error)– Systematic planning– Long Term planning– Can appreciate nuanced conversation
http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=related
“If a card has a vowel on one side, then it has an even number on the other side.”
Which cards do I need to turn over to test the rule?
The Answer…
The E and the 7.
•The E must have an even number on the back -- that much is obvious.
•The 7 is odd, so it cannot have a vowel on the other side -- that would be against the rule
•The rule says nothing about what has to be on the back of a consonant such as the K
•Nor does it say that the 4 must have a vowel on the other side
Criticisms• Assumption that we automatically progress from stage to stage
– What about the effect of the environment?•Education, culture, birth order, etc
•Only used his own children
•Recent research suggests that timing is wrong:–Children understand object permanence at a younger age–Children of 4-5 years do understand their own mental processes as well as other peoples
• aka less egocentric than Piaget thought–Some of Piaget’s tasks asked questions twice(conservation) which made children think hewanted a different answer!