jean piaget - ridgeview high schoolrvhs.redmond.k12.or.us/files/2013/12/piaget1.pdf · four stages...
TRANSCRIPT
Developmental Psychology
Central Assumptions:
Inborn strategies
◦ Born with strategies for interaction
Changes in strategies
◦ Interaction with environment leads
to changes
Voluntary exploration
◦ Beginning: reflexes
◦ Later: explore, examine, experiment
Sequences and Stages
◦ Development happens in specific
order
Piaget
Developmental Psychology – Key Terms Adaptation: basic process of all human activity
Schemas: mental representations of what we know and
expect about world
action, strategy, or skill
Assimilation: process of taking in new information about
objects (use existing schemas that fit those schemas)
We have adapted based on experience
Accommodation: process of modifying/adjusting
schemas (try familiar schemas on objects that do not fit)
Assimilation doesn’t work for this
Equilibration: balancing assimilation and accommodation
Change schemas so everything “fits”
Piaget’s Stages of Development
Four stages
◦Sensorimotor
◦Pre-operational
◦Concrete Operational
◦Formal Operational
Sensorimotor Stage
Ages birth to two
Most behaviors overt and visible
◦ Looking, touching, grasping, sucking
Primary circular reaction
◦ Don’t distinguish between self and other objects
◦ Getting thumb in mouth
Secondary circular reaction
◦ Can distinguish between body and outside objects
◦ Object Permanence
Coordination of secondary schemes
◦ Combining actions to get what we want
◦ Moving something to get a toy
Sensorimotor Stage
Ages birth to two
Tertiary second reactions
◦ Experimenting; new ways
to manipulate objects
Beginning of thought
◦ Internal representation
◦ Use images/words for
objects
Stage begins mostly with
assimilation then
accommodation
“DOGGY”
Pre-operational Stage
Ages two to six
Ego-centric
◦ Don’t yet understand other perspectives
◦ Focus: become de-centered
Three developments:
Conservation (1)
◦ As shape or size changes, amount does not
◦ Piaget's conservation experiments: Volume, Number,
Matter and Length
Pre-operational Stage
Ages two to six
Three developments:
Classification (2)
◦ Ability to classify objects based on certain properties
Pre-operational Stage
Ages two to six
Three developments:
Transductive Reasoning (3)
◦ One thing causes another (sometimes backward)
◦ Very rigid
Good or bad
Black or white
◦ Can’t examine thoughts, conclusions, or strategies
Example: snow = Christmas
Concrete Operational Stage Ages six to twelve
New set of skills (concrete operations)
◦ More abstract/general
◦ Understand “rules” – add, subtract, etc.
◦ Reversibility
Can return to original form
Example: clay ball; can shift “mental gears”
Develops over time
◦ Conservation of numbers = approx. age 5
◦ Conservation of weight = approx. age 8
◦ Conservation of volume = approx. age 11
Classification – class inclusion
◦ 20 questions
Concrete Operational Stage Ages six to twelve
Inductive logic
◦ Ability to go from own experience to general principle
◦ Example: adding makes more and subtracting makes less
◦ Reasoning
Formal Operational Stage
Ages twelve and up
Ability to classify and sort abstract ideas (not just
concrete)
Actual to Possible
◦ A situation not yet experienced
◦ Cannot see or manipulate directly
◦ What are the possibilities?
◦ Ability to understand logical relationships in head
◦ Formal Operational
Formal Operational Stage
Ages twelve and up
Systematic problem solving
◦ Ability to test possible solutions in head
◦ What would be some examples?
Logic – deductive reasoning
◦ Go from general principle to anticipated experience
◦ Does everyone reach this stage?
◦ NO!
◦ Why?
Formal Operational Stage
Ages twelve and up
Why doesn’t everyone achieve Formal Operations
◦ Measurement difficult (many variables)
◦ Might for familiar areas but not unfamiliar ones
◦ Everyday tasks don’t require it
◦ Other cognitive issues?
Criticisms of Piaget
Individual differences
Children develop at different rates. Are ages appropriate?
Lack of consistency:
◦ Horizontal consistency
Skills translate across tasks (not always)
Example: Writing a letter and writing at school
◦ Vertical consistency
Tasks build on one another
Understanding addition & understanding multiplication