Piaget Flashcards
(43 cards)
constructivism
- How child actively constructs understanding of the world
- A third way in nature/ nurture debate
- -> innate endowments (reflex schema) + experience (active engagement with world) necessary for constructing Knowledge
Adaptation
- intelligence as a special form of adaptation to the env
- continuous process
- creation of satisfactory theories about the world
-main engine of cog change
Adaptation - The cog schema
-Basic components of intelligence is the schema ( sucking, grasping)
- first schemas are reflexes (genetic endowment)
2 complementary + simultaneous processes
Adaptation - assimilation + accommodation
- Assimilation + accommodation are always active + known as functional invariants
- Assimilation-> children incorporate new experiences into pre- existing schemas
- Accommodation -> schema changes to accommodate different objects
- Equilibrium -> balance between these processes required for creation of consistent internal models
stage theory
- Piagetian stages
-sensorimotor ( 0-2 years/infancy) - preoperational period (2-7 years)
- concrete operations (7-12 years)
- formal operations (11 years +)
Sensori-motor stage - intro
- divided into 6 substages
-each characterised in dev of infants mode of interaction with object world + concepts
sensori-motor sub-stage 1 (0-6 weeks)
-reflexes
-practise of innate reflexes
- sucking, grasping
- state of adualism - don’t understand where own
body ends + rest Of object world is
sensori-motor sub-stage 2 (6 weeks - 4 months)
- primary circular reactions
-repetition of body movements for their consequences - can’t repeat an action on the env
- Actions limited to own body
- out of sight, out of existence- can’t see something = no longer it exists
sensori-motor sub-stage 3 ( 4 -8 months)
-secondary circular reactions
- repetition of actions that have effect on env
- kick to shake cot + produce sound
- can retrieve partially occluded (see some of it)
sensori-motor sub-stage 4 (8 -12 months)
-means- end beh
- combine actions to achieve results
-pull on blanket to obtain out-of-reach toy
- can retrieve fully occluded (hidden) objects
-Have A not B error
A not B error - sub stage 4
- Hide desired object at location A
-infant retrieves - repeat 2 x
- in full view of infant, move object to location B
-result = look for object at location A - look where they found it most often
- object has no separate existence
Explaining A not B error - sub stage 4
-response perseveration-> repeating previously learned response even when incorrect
- Memory limitations-> Harris - made fewer errors when immediate retrieval
-> info about prior location predominant over recent info
- Attention-> distracted = errors -watanbe
- frontal cortex immaturity of infants -> difficulty guiding action from info
sensori-motor sub-stage 5 (12 -18 months)
-Tertiary circular reactions
-experiment to discover new means to ends
- more creative
- can manage A not B
- struggle with unexpected transfer / invisible displacement test
invisible displacement/ unexpected transfer test - sub stage 5
- If you invisibly move Object to different location
-measures theory of mind - child sees 1 object in 1 area + its moved , which location do they perceive the child will look
sensori-motor sub-stage 6 (18 -2 months)
-representation
-imagine consequences of planned actions
- full object permanence ( successful at invisible displacement)
Preoperational stage (2-7 years) - egocentrism
= difficulty of seeing things from others pov
- problems decentring (viewing world from perspective that’s not theirs)
Preoperational stage (2-7 years) - egocentrism + perspective taking
- young child is rooted in own viewpoint
- 3 mountains task- > Piaget + Inhelder
-> child shown 3D model of mountines
-> Doll placed at 1 side
-> present photos of different POvs + ASK which is dolls
-> choose picture representing own pov
Preoperational stage (2-7 years) - egocentrism + conservation
- Test understanding that basic properties of matter are unaffected by change in appearance
- success requires concrete operational thinking (reversibility)
-child shown 2 identical objects + asks if they are the same
-Manipulate objects appearance + child insists they are different (glass + cylinder of water)
Preoperational stage (2-7 years) - Lack of reversibility
- correct use of operations requires reversibility
- Jane have you got a brother? Y Has he got a sister? N
- fail because perceptually dom by 1 aspect of display
-cant simultaneously represent 2 different perspectives
Preoperational stage (2-7 years) - Animism
= attribute life qualities to inanimate objects
- If you pricked a stone would it feel it
- most at this stage fail unexpected transfer task
Concrete operational stage (7 -12 years)
-child passes all the tasks they failed in preoperational stage
- major limitation in their thinking is realm of possibilities
Formal operations stage (11 +) - Thinking
-Ability to think abstractly
- interpropositional thinking -> relate one part to another to arrive at a solution
- intrapropositional thinking -> concrete rather than abstract symbols
-Hypothetical inferential reasoning
-think rationally + logically
- Transitivity task concrete + formal can use logic to draw connect conclusions
Formal operations stage (11 +) - possibilities + scientists
-realms of possibility
-> Treat reality as one of many possibilities
-> mind freely moves through different realms
-Apprentice scientists
-> come up with own theories
-> Hypothetico-deductive reasoning
-> pendulum problem
standard critiques
- underestimates children abilities
-ignored social influence on cog dev - didn’t sufficiently integrate social experiences into his theory
