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Piaget’s contribute

AQA A-level psychology cognitive development year 13

TermDefinition
Piaget's contributions Children don't just know less than adults, they think differently. Experience determines their schemata & knowledge, maturation of the brain changes how it perceives
Assimilation Trying to fit new information into old schemata by updating those schemata with new information
Accommodation Drastically altering are schemata or creating new ones for the purpose of storing new information
Equilibrium (cognitive balance) When new information matches our pre-existing schemata making us feel like the world makes sense
Disequilibrium (cognitive imbalance) When new information doesn't match pre-existing schemata which is an unpleasant feeling of the world not making sense
Equilibration The process of making schemata and experiences match by learning more and exploring
Sensorimotor stage (0-2) Basic coordination & language development with object permanence at around 8 months
Sensorimotor stage experiment A sphere is shown to a child & then placed under a cloth. If under 8 months the child won’t be able to find it. After 8 months the child can find it however, if the object is removed before they can find it they will look in the last place they found it
Pre-operational stage (2-7) Toddlers are mobile & can use language but lack reason. They struggle with mathematical conversion, egocentrism, & class division
Mathematical conversion: Egocentrism: Class division: Understanding that certain physical properties remain constant Not understanding the perspective of someone else Understanding that different objects can be sorted into wider categories based on differing characteristics
Mathematical conversion experiment Juice poured from 1 of 2 wide cups into a tall cup, child is asked if there is more in 1 or the other. If 7 or under they’ll say the tall cup has more. If 8 or above they’ll say they both have the same amount
Egocentrism experiment 3 mountain task. Child sat opposite adult shown board of 3 mountains, told to describe what they can see, then told to describe what the adult can see. If under 7 they’ll say what they see despite the fact the adult can’t properly see what they can see
Class inclusion experiment Child is shown a picture with 5 dogs & 2 cats. Is asked whether there are more dogs than animals. If under 7 they’ll say more dogs, if 8 & over they’ll say more animals
Stage of concrete operations (7-11) Can perform basic logic tasks involving decentring, conservation, & class inclusion. However, struggle with abstract concepts & require physical models
Smith et al. (1988): formal reasoning experiment Syllogisms such as “all yellow cats have 2 heads, I have a yellow cat called Charlie. How many heads does Charlie have?” Children under 11 struggle to answer this due to idealistic thinking
Formal operations stage (11+) Children become capable of full adult reasoning including abstract & scientific
Plowden report (1967): education reform Report by lady Bridgette Plowden into UK education, advocating for child-centred learning, individualised instruction, & holistic approach to development based on Piaget’s principles
Evaluation: advantages Backed by research (Piaget & Inhelder studies) Application to education (children aren’t biologically able to learn the same things at certain ages & Plowden report) Criticisms criticise the ages NOT the stages
Evaluation: disadvantages 1 (young children) Piaget underestimated children (Siegler & Svetina- 5 year olds could learn class inclusion over time, Hughes-children could decentre & conserve but task was too difficult
Evaluation: disadvantages 2 (adolescents) He overestimated teens (Bradmetz- most teens couldn’t do formal reasoning tasks over a longitudinal study, Dasen- only 1/3 of adults actually reach formal reasoning stage)
Created by: Study_B
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