Piaget

• sensorimotor 0-2

  Infants schema consists only of innate reflexes

  egocentric- only see the world from their own pov

  object permanence- object dont exists is they cant see it
• Research for 1st stage

  Tested object permanence by hiding objects under a cover

  Infants up to 5 mo didn’t search for the object - doesnt exist to them

  same children at 8 mo did search for hidden object
• eval of 1st stage


  bower- children between 1-4 months did search fro hidden object when lights were turned off

  infants as young as 1 mo showed surprise (how do you measure) when a toy was placed behind a screen it wasn’t there when removed- shows understanding of OP as they knew the toy was behind the screen (VOE)
• pre operational stage 2-7 


  still egocentric

  class inclusion- have not developed ad understanding that an object may be a sub set of a larger class eg. Cats, animals- cats= sub set of animals

  
  

  shown a set of mostly brown beads with some white beads, asked if there are more brown beads or more beads- said more brown beads

  
  

  centration- only able to focus on one object or situ at one time
• Eval of 2nd stage


  Mcgarrisoned- looked at lang uses effect on children’s answering -

  35 six yr olds show 3 black cows and 1 white.

  Cows placed on their sides

  1. Are there more black cows or more cows
  2. Are there more black cows or more sleeping cows

  25% answered 1st correctly, 48% for 2nd Q. Shows understanding of class inclusion when asked correctly
• the three mountains experiment 


  aim: determine the children’s ability to take the visual perspective of another person

  procedure: 100 children (4-12) shown model of 3 mountains and 3 coloured cards matching the mountains. asked to arrange the cards to show what could be seen from a different position. in addition tuneup were asked to select a pic which best showed a dolls view when in different positions

  findings: children under 8 were unable to distinguish between their pov and another persons
• opposition to mountains


  2 intersecting walls, a doll of a girl and 2 dolls of policemen

  30 children (3-5) asked to hid the girl froom police in many configurations

  90% of the time the right spot was selected - Piaget underestimated children
• conservation


  aim: looking at how centration prevents those in pre op stage‘s understanding of conservation

  procedure: children under7 shown 2 identical glasses with same amount of juice

  -asked to confirm they had the same amount

  -juice from one poured into tall glass

  -asked if the tall glass had more or the same amount

  findings: children said more liquid in tall glass as it is higher
• Concrete operations stage 7-11


  No longer display egocentrism or centration, can recognise that numbers, mass and weights stay then same dispute appearance

  Can mentally reverse the pouring which allows them to recognise it has the same amount of liquid

  Better at concrete tasks rather than abstract tasks
• formal operations stage (12->) 


  can logically reason without concrete tasks

  series of deductive reasoning tasks (is A>B>C then A>C) found all cases the child could solve the problems
• Evaluation 


  Strengths:

  First person to investigate how children’s thinking changes over Development

  Teaching methods have been developed as a result of his work

  Limitations:

  More descriptive than explanatory

  Stages can overlap so it is better to say it is a continuous process

  Ignored other factors which may have caused failure in tasks other than lack of necessary cog functions
• motivation to learn - equalibration + disequalibration


  When we have encountered new info and have built it into our understanding of a topic by either assimilating into an existing schema to forming a new one- accommodating. It means everything is balanced and we have escaped disequalibration
• how we learn- assimilation 


  when we acquire new information that doesnt radically change our understanding of a topic so we incorporate it into an existing schema
• how we learn- accommodation


  when we acquire new information that changes our understanding of a topic to the extent that we need to form one or more new schemas