Piaget's theory
27 December 2022 16:13
Cognitive development is a result of two influences
Maturation-biological Environment-interaction/understanding of
processing of ageing the world becomes more complex
Schemas
• Mental structures that represent a group of related concepts.
○ Behavioural (grasping an object)
○ Cognitive (classifying object)
• When a child is born it already has a few schemas-->grasping reflex✊/mental representation of
human face .
• Afterwards schemas develop from interaction with the environment
How do schemas become more complex?
Assimilation
• Occurs when an existing schema is used on a new object (incorporation of new info to existing
one)
• Child initially tries to understand world by using existing knowledge about the world.
Accommodation
• Occurs when a child adapts existing schemas in order to understand new information that doesn’t
fit
• New schema is formed to accommodate information-->dog, four legs and cat.
Equilibration
• The driving force beyond these changes is the adaptation of equilibrium
○ Intellect strives to remain a sense of balance
○ Balance between existing and new schemas.
• If new experiences cannot be assimilated into new schemas then there is an imbalance in
equilibrium.
• Cognitive development is the result of adaptation between an existing schema and environmental
demands for change -->new experiences that don’t fit into schemas.
Lifespan learning
• Process outlined takes place throughout life as presented in the environment
○ Assimilated
○ Accommodate by creating new schemas
• Stages of cognitive development.
AO3
Point: There is evidence to support the existence of innate schemas.
Example: Fantz (1961) showed that infants show a preference for schematic face rather than the same
features all jumbled up. This shows that it is the unique configuration of a face rather than a complex
Cognition and development notes Page 1
, features all jumbled up. This shows that it is the unique configuration of a face rather than a complex
pattern that is preferred.
Link: Therefore this supports Piaget's view that infants are born with innate schemas.
Point: There is little research to support Piaget's ideas about the effects of disequilibrium.
Example: For example Barber et al (1974) did show that children's learning was helped when there was
mild conflict between what they expected to happen and what did happen. However Bryant (1995)
argues that it wasn't the sort of conflict that Piaget was talking about since Piaget's conflict was a major
dissonance between 2 things.
Link: Therefore this shows that some aspects of Piaget's theory are not testable and difficult to
operationalise such as assimilation.
Point: Piaget doesn't consider the role of language at all in cognitive development.
Example: His views were supported by an experiment done by Hermina (1969). She demonstrated that
children who were "non-conservers" differed in language in terms of "conservers". The "non-
conservers" tended to use absolute words rather than comparative terms such as "big" rather than
"larger". These findings suggest that cognitive and linguistic development are tied together. Sinclair-de-
Zwart taught appropriate verbal skills to non-conservers but 90% of children were unable to conserve.
Link: Therefore this shows that cognitive maturity is a requirement for linguistic development.
Point: A strength of the theory is that Piaget's theory is very comprehensive theory for children's
cognitive development.
Example: Piaget's theory has been more extensively developed than any other. It has provided an idea
about children and influenced educational practice. It is valued for its incorporation of nature and
nurture to explain cognitive development.
Link: Therefore this shows that Piaget's theory had provided many valuable insights into how children's
minds develop.
Cognition and development notes Page 2
27 December 2022 16:13
Cognitive development is a result of two influences
Maturation-biological Environment-interaction/understanding of
processing of ageing the world becomes more complex
Schemas
• Mental structures that represent a group of related concepts.
○ Behavioural (grasping an object)
○ Cognitive (classifying object)
• When a child is born it already has a few schemas-->grasping reflex✊/mental representation of
human face .
• Afterwards schemas develop from interaction with the environment
How do schemas become more complex?
Assimilation
• Occurs when an existing schema is used on a new object (incorporation of new info to existing
one)
• Child initially tries to understand world by using existing knowledge about the world.
Accommodation
• Occurs when a child adapts existing schemas in order to understand new information that doesn’t
fit
• New schema is formed to accommodate information-->dog, four legs and cat.
Equilibration
• The driving force beyond these changes is the adaptation of equilibrium
○ Intellect strives to remain a sense of balance
○ Balance between existing and new schemas.
• If new experiences cannot be assimilated into new schemas then there is an imbalance in
equilibrium.
• Cognitive development is the result of adaptation between an existing schema and environmental
demands for change -->new experiences that don’t fit into schemas.
Lifespan learning
• Process outlined takes place throughout life as presented in the environment
○ Assimilated
○ Accommodate by creating new schemas
• Stages of cognitive development.
AO3
Point: There is evidence to support the existence of innate schemas.
Example: Fantz (1961) showed that infants show a preference for schematic face rather than the same
features all jumbled up. This shows that it is the unique configuration of a face rather than a complex
Cognition and development notes Page 1
, features all jumbled up. This shows that it is the unique configuration of a face rather than a complex
pattern that is preferred.
Link: Therefore this supports Piaget's view that infants are born with innate schemas.
Point: There is little research to support Piaget's ideas about the effects of disequilibrium.
Example: For example Barber et al (1974) did show that children's learning was helped when there was
mild conflict between what they expected to happen and what did happen. However Bryant (1995)
argues that it wasn't the sort of conflict that Piaget was talking about since Piaget's conflict was a major
dissonance between 2 things.
Link: Therefore this shows that some aspects of Piaget's theory are not testable and difficult to
operationalise such as assimilation.
Point: Piaget doesn't consider the role of language at all in cognitive development.
Example: His views were supported by an experiment done by Hermina (1969). She demonstrated that
children who were "non-conservers" differed in language in terms of "conservers". The "non-
conservers" tended to use absolute words rather than comparative terms such as "big" rather than
"larger". These findings suggest that cognitive and linguistic development are tied together. Sinclair-de-
Zwart taught appropriate verbal skills to non-conservers but 90% of children were unable to conserve.
Link: Therefore this shows that cognitive maturity is a requirement for linguistic development.
Point: A strength of the theory is that Piaget's theory is very comprehensive theory for children's
cognitive development.
Example: Piaget's theory has been more extensively developed than any other. It has provided an idea
about children and influenced educational practice. It is valued for its incorporation of nature and
nurture to explain cognitive development.
Link: Therefore this shows that Piaget's theory had provided many valuable insights into how children's
minds develop.
Cognition and development notes Page 2
