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Cognitive development:Assimilation, Accommodation, Stage Theory

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Cognitive Psychology ­ PSY 504
VU
Lesson 44
Cognitive development
Jean Piaget
Jean Piaget (1970), a Swiss biologist, philosopher, and a Psychologist studied own children in
great detail. And eh has developed the most detailed and comprehensive theory of cognitive
development. Piaget called his Approach genetic epistemology. Epistemology is the study of the
nature and acquisition of knowledge. In Piaget's view, the development of knowledge is the form
of adaptation and as such, involves the interplay of two processes:
1. Assimilation
Assimilation means modifying one's environment so that it fits into one's already developed ways
of thinking and acting. For example, when a child hoists a banana and runs around in a circle
shouting Look- it's a jet. The child is assimilating the banana into ways of thinking and behaving
that are already in place.
2. Accommodation
Accommodation means modifying oneself so as to fit in with existing characteristics of the
environment. For example the child who, for the first time, manages to peel a banana and adjust
hi s mouth so that the banana will fit into it has accommodated his ways of thinking and behaving
to the banana as it really is.
Of course, most steps in development involve some blend of assimilation and accommodation.
Stage Theory
Piaget proposed his cognitive development theory that consists of distinct Stages. Piaget focused
on the biological maturation of cognitive abilities.
He used the term schemes that are mental structures that guide developing sequences of
thinking. For example, when infants suck, they are exercising a sucking scheme, the first sucking
is primitive and not very flexible in style, and they need to adjust the way they hold their mouths
so as to fit the object being sucked.
Major Assumptions about the Child
According to the Piaget the major assumptions about child are;
Child constructs his own reality. He or she perceives the world in his or her own way.
Child acts on the environment almost like a scientist. He or she is not passive.
Child is naturally curious. Child wants to explore things.
Child's learning is limited by his biological limitations. Biological limitations mean physical
problems as well mental problems.
Stages of Development
He proposed 4 development stages.
1. Sensorimotor stage 0-2
2. Preoperational stage 2-7
3. Concrete operational stage 7-11
4. Formal operational stage 11 onwards
1.
Sensorimotor Stage
This stage occupies the first two years. During this stage, child develops schemes for thinking
about the physical world. For instance he or she develops the notion of an object as permanent
thing in the world. That is called object permanence. It means child does not look for disappearing
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Cognitive Psychology ­ PSY 504
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objects. After one year this object permanence develops in child. Object permanence is the idea
that objects continue to exist even when we can no longer see them.
Another thing happen in this stage is child picks things up, doesn't let go, and puts them in the
mouth. Child does not turn his head. Some critique on this notion is that perhaps child can't turn.
Perhaps he doesn't have the concept of "behind".
2.
Preoperational Stage
The second stage is characterized as spanning the period from 2 to 7 years.
Symbolic function;
Unlike the younger child, a child in this period can engage in internal thought about the world, but
these mental processes are intuitive and lack systematicity. For instance, a 4 year old asked to
describe this painting of a farm and some animals said, first over here is a house where animals
live. I live in a house. So do my mommy and daddy. This is a horse. I saw horses on TV. Do you
have a TV? Piaget explained some limitations of child;
1. Egocentrism
It means an inability to take the point of view of another person.No perspective taking
skills.
2. Animistic thinking
The belief that inanimate objects which have certain characteristics of living things are, in
fact, alive. Child can not learn the cause and effect relationship.
3. Centration
Child does not have conservation of things.
Child can now walk and run
3.
Concrete Operations
This stage spans the period from 7 to 11 years. In this period children develop a set of mental
operations that allow them to treat the physical world in a systematic way. However, children still
have major limitations on their capacity to reason formally about the world.
In this period child had developed conservation. Mental Operations are presented in children but
no abstract thinking.
4.
Formal Operations
The capacity for formal reasoning emerges during Piaget's fourth stage. It spans the years from
11 to 15. After emerging from this period, the child has become an adult conceptually and is
capable of scientific reasoning which
In this period thinking becomes abstract thinking. Child also develops his or her perspective
taking ability. Child also has developed the deeper moral questions such as Justice, fairness,
freedom, equality.
Piaget takes as the paradigm case of mature intellectual functioning.
Critiques of Piaget
Children have developing memory and language skills.
In each stage children can actually do more than Piaget claims.
Children can distinguish between animate and inanimate objects.
Young children can take others' perspective.
Different experiments were conducted to criticize the Piaget's concepts.
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Cognitive Psychology ­ PSY 504
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For example a set was made, in which a to of police man was placed and on the other side there
was a toy of thief was placed and asked children whether the police man can see the thief if there
was glass window child said that yes police man can see. When there is board child said police
man can not see.
Language Development
Children develop language in these four stages
Children less than 2 years make and use small sentences: From 2 words to longer.
3 Years and onwards children have fully developed language. And they can make and use
complete sentences.
5-6 years children have developed amazing level of competence.
Gender Development
Boys are different from birth and they indulge in rough and tumble, aggression. Girls play
differently. As boys get older, they become interested in rule based games. As girls get older,
they become interested in relationship based games. Boys spend their lives with other boys. Girls
spend their time with other girls. And they have brief interruption for dating, courtship and
marriage. After the honeymoon period this trend resumes. Boys and girls have trouble in
understanding each other.
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Table of Contents:
  1. INTRODUCTION:Historical Background
  2. THE INFORMATION PROCESSING APPROACH
  3. COGNITIVE NEUROPSYCHOLOGY:Brains of Dead People, The Neuron
  4. COGNITIVE NEUROPSYCHOLOGY (CONTINUED):The Eye, The visual pathway
  5. COGNITIVE PSYCHOLOGY (CONTINUED):Hubel & Wiesel, Sensory Memory
  6. VISUAL SENSORY MEMORY EXPERIMENTS (CONTINUED):Psychological Time
  7. ATTENTION:Single-mindedness, In Shadowing Paradigm, Attention and meaning
  8. ATTENTION (continued):Implications, Treisman’s Model, Norman’s Model
  9. ATTENTION (continued):Capacity Models, Arousal, Multimode Theory
  10. ATTENTION:Subsidiary Task, Capacity Theory, Reaction Time & Accuracy, Implications
  11. RECAP OF LAST LESSONS:AUTOMATICITY, Automatic Processing
  12. AUTOMATICITY (continued):Experiment, Implications, Task interference
  13. AUTOMATICITY (continued):Predicting flight performance, Thought suppression
  14. PATTERN RECOGNITION:Template Matching Models, Human flexibility
  15. PATTERN RECOGNITION:Implications, Phonemes, Voicing, Place of articulation
  16. PATTERN RECOGNITION (continued):Adaptation paradigm
  17. PATTERN RECOGNITION (continued):Gestalt Theory of Perception
  18. PATTERN RECOGNITION (continued):Queen Elizabeth’s vase, Palmer (1977)
  19. OBJECT PERCEPTION (continued):Segmentation, Recognition of object
  20. ATTENTION & PATTERN RECOGNITION:Word Superiority Effect
  21. PATTERN RECOGNITION (CONTINUED):Neural Networks, Patterns of connections
  22. PATTERN RECOGNITION (CONTINUED):Effects of Sentence Context
  23. MEMORY:Short Term Working Memory, Atkinson & Shiffrin Model
  24. MEMORY:Rate of forgetting, Size of memory set
  25. Memory:Activation in a network, Magic number 7, Chunking
  26. Memory:Chunking, Individual differences in chunking
  27. MEMORY:THE NATURE OF FORGETTING, Release from PI, Central Executive
  28. Memory:Atkinson & Shiffrin Model, Long Term Memory, Different kinds of LTM
  29. Memory:Spread of Activation, Associative Priming, Implications, More Priming
  30. Memory:Interference, The Critical Assumption, Limited capacity
  31. Memory:Interference, Historical Memories, Recall versus Recognition
  32. Memory:Are forgotten memories lost forever?
  33. Memory:Recognition of lost memories, Representation of knowledge
  34. Memory:Benefits of Categorization, Levels of Categories
  35. Memory:Prototype, Rosch and Colleagues, Experiments of Stephen Read
  36. Memory:Schema Theory, A European Solution, Generalization hierarchies
  37. Memory:Superset Schemas, Part hierarchy, Slots Have More Schemas
  38. MEMORY:Representation of knowledge (continued), Memory for stories
  39. Memory:Representation of knowledge, PQ4R Method, Elaboration
  40. Memory:Study Methods, Analyze Story Structure, Use Multiple Modalities
  41. Memory:Mental Imagery, More evidence, Kosslyn yet again, Image Comparison
  42. Mental Imagery:Eidetic Imagery, Eidetic Psychotherapy, Hot and cold imagery
  43. Language and thought:Productivity & Regularity, Linguistic Intuition
  44. Cognitive development:Assimilation, Accommodation, Stage Theory
  45. Cognitive Development:Gender Identity, Learning Mathematics, Sensory Memory