Paper Three
Cognition and Development
, Piaget’s theory of Cognitive Development
1. + Research Support
- Accommodation: Disequilibrium: Howe et al conducted a study where kids
Definition: Happens when new information changes what we A state of cognitive imbalance when new observed the motion of an object sliding down a
already know so much that we need to create a new way of slope and then discussed their observations. Each
information cannot be assimilated using child formed different understandings confirming
understanding it. existing schemas. piaget’s notion that individual schemas shape
- Unpleasant feelings prompt the learning experiences,
Process: When encountering information that does not fit into any HW: the study was done on kids aged 9-12 and
motivation to learn and restore
existing schema we modify our cognitive structure to incorporate kids were from a predominantly middle-class
this new information.
balance. background which is an unrepresentative sample
and raises concerns for ecological validity.
Example: Equilibration: HW: The study setting does not reflect real world
2 Types of Learning:
Child who only knows about sunny weather sees SNOW first time. Process of restoring cognitive balance by learning so can lack validity.
Initial schema: child knows about weather like sun, rain and either accommodating new info with new 2. + Practical application in education
clouds but has no idea about snow. schemas or assimilating into existing schemas His theory has influenced educational practices
Observation: Child tries to understand snow using what they - Outcome: achieving a state of and has an emphasis on active learning and the
know about cold and rainy weather. equilibrium where cognitive structures readiness approach led to significant changes in
New schema formation: by noticing that snow is cold and solid classroom environments. Example: incorporating
are able to handle new info effectively. hands-on activities like sandpits can develop
and covers the ground. Child creates a new understanding of
snow. And new features include words like “white”, “cold” “covers conservation skills in young children.
the ground which are different features from clouds and rain. Key Info: FM: this approach can influence more children to
Schemas: key structures in our minds that engage and have an active interest in their
learning.
- Assimilation: change as we grow.
Definition: Occurs when new information fits into our existing - A mental framework for organising 3. - Underestimation of social and
knowledge without radically changing it and leads to incorporating what we know about different things cultural influences:
- Makes thinking faster and easier by His theory has been criticised for underestimating
the new information into an existing schema.
the role of social and cultural factors in cognitive
processing lots of information development. Vgotsky emphasis that learning is a
Process: when encountering new information that fits within an - Can cause mistakes by forcing new social process that is influenced by interactions
existing schema. There is no changed to our cognitive structure info to fit into what we already know with more people (experts) and the use of
significantly. Innate Schemas: language.
FM: modern educational approaches increasingly
Present from birth : sucking and grasping incorporate social learning strategies such as peer
Example:
A child who knows about cars sees a TRUCK for first time and
reflexes in babies tutoring which have been shown to enhance
understand its a type of vehicle and adds it to their original Growing Schemas: gets more detailed and cognitive development which further supports
complex as we learn more. Vgotsky’s perspective.
existing knowledge of vehicles without changing what they know
about cars.
Cognition and Development
, Piaget’s theory of Cognitive Development
1. + Research Support
- Accommodation: Disequilibrium: Howe et al conducted a study where kids
Definition: Happens when new information changes what we A state of cognitive imbalance when new observed the motion of an object sliding down a
already know so much that we need to create a new way of slope and then discussed their observations. Each
information cannot be assimilated using child formed different understandings confirming
understanding it. existing schemas. piaget’s notion that individual schemas shape
- Unpleasant feelings prompt the learning experiences,
Process: When encountering information that does not fit into any HW: the study was done on kids aged 9-12 and
motivation to learn and restore
existing schema we modify our cognitive structure to incorporate kids were from a predominantly middle-class
this new information.
balance. background which is an unrepresentative sample
and raises concerns for ecological validity.
Example: Equilibration: HW: The study setting does not reflect real world
2 Types of Learning:
Child who only knows about sunny weather sees SNOW first time. Process of restoring cognitive balance by learning so can lack validity.
Initial schema: child knows about weather like sun, rain and either accommodating new info with new 2. + Practical application in education
clouds but has no idea about snow. schemas or assimilating into existing schemas His theory has influenced educational practices
Observation: Child tries to understand snow using what they - Outcome: achieving a state of and has an emphasis on active learning and the
know about cold and rainy weather. equilibrium where cognitive structures readiness approach led to significant changes in
New schema formation: by noticing that snow is cold and solid classroom environments. Example: incorporating
are able to handle new info effectively. hands-on activities like sandpits can develop
and covers the ground. Child creates a new understanding of
snow. And new features include words like “white”, “cold” “covers conservation skills in young children.
the ground which are different features from clouds and rain. Key Info: FM: this approach can influence more children to
Schemas: key structures in our minds that engage and have an active interest in their
learning.
- Assimilation: change as we grow.
Definition: Occurs when new information fits into our existing - A mental framework for organising 3. - Underestimation of social and
knowledge without radically changing it and leads to incorporating what we know about different things cultural influences:
- Makes thinking faster and easier by His theory has been criticised for underestimating
the new information into an existing schema.
the role of social and cultural factors in cognitive
processing lots of information development. Vgotsky emphasis that learning is a
Process: when encountering new information that fits within an - Can cause mistakes by forcing new social process that is influenced by interactions
existing schema. There is no changed to our cognitive structure info to fit into what we already know with more people (experts) and the use of
significantly. Innate Schemas: language.
FM: modern educational approaches increasingly
Present from birth : sucking and grasping incorporate social learning strategies such as peer
Example:
A child who knows about cars sees a TRUCK for first time and
reflexes in babies tutoring which have been shown to enhance
understand its a type of vehicle and adds it to their original Growing Schemas: gets more detailed and cognitive development which further supports
complex as we learn more. Vgotsky’s perspective.
existing knowledge of vehicles without changing what they know
about cars.
