Cognition and development notes
Piaget’s theory of cognitive development
Question on the theory - refer to p.116 + 118
Question on the stages - refer to only p.118
Cognitive development = the processes by which our mental processes change as we age
Schema = a mental framework of information that we have due to past experiences and used to generate
future expectations
● Piaget says that development occurs from nature and nurture - an interactionist approach
- Believed in biological maturation (nature influence) = development that occurs only from
ageing
- Environment (nurture influence) = interactions with novel (new) experiences - schema
development
Schemas
= a mental framework of information that we have due to past experiences and used to generate future
expectations
● Can be cognitive or behavioural
● Born with a few schemas (e.g. grasping reflex or Knowledge on a face (cognitive) - recognise
those who can provide protection)
● New schemas develop from birth onwards as a result of interactions with the environment, new
experiences
● Develop more sophisticated schemes as we cognitively develop
● Schemas become more complex through assimilation and accommodation
Assimilation
= the process of fitting new experiences / information into existing schemas without making any changes
● Similar things fitting into schemas - e.g. baby given a toy car may suck of it like a rattle
Accommodation
= the processes of adjusting or changing existing schemas because new, conflicting information creates
disequilibrium
● Accepting new ideas - e.g. 4 legs + fur = dog, then sees cat = child schema must alter to
accommodate for new info
● Must occur quickly
,Equilibrium
= experiencing a balance between existing schemas and new experiences
● If we can't assimilate we experiences disequilibrium - which triggers accommodation to restore
balance
● Experience disequilibrium when something is new, deal with this via accommodation
● Development from demands in environment
● Cognitive development involves swinging between disequilibrium and equilibrium through
continuous assimilation and accommodation
● Cognitive development is the result of adaptation between the individuals existing schemas and
environmental demand for change (i.e. new experiences which don't fit existing schemas)
Lifespan learning
● Learning (this process) happens across your lifespan - not only in childhood
● Knowledge can either be assimilated or we must accommodate new schemas
● A child cannot always accommodate new experiences to new schemas as their mind is not
developed enough yet
AO3
1. Point: There is contrast between Piagets and Vygotsky's view on influences cognitive
development
Evidence: Vygotsky said that language influenced cognitive development but Piaget believed language
did not influence cognitive development and this view was supported by an experiment by Sinclair-de-
Zwart. She demonstrated that children who were non-conservers differed from conservers. They tended
to use absolute rather than comparative terms such as long vs larger
Explanation: This would suggest cognitive development proceeds language development and is further
supported by SDZ where 90% were unable to conserve
Link: Therefore, these findings suggest Piaget’s theory that cognitive maturity is required for linguistic
development is correct
*Conservation = understanding something can look different but represent the same concept, e.g. taller
bucket of water + all water fits into a wider bucket but same amount of water - developed by age of 7
2. Point: There is key evidence to support Piaget’s findings
Evidence: Research from Frantz supports the idea that we have innate schemas as infants as young as 4
days old show preference for a schematic face over a jumbled face
, Explanation: This illustrates that it is the unique configuration of a face rather than a complex pattern is
preferred. Other researchers have, such as Goren, have replicated this and have found correlation in their
findings
Link: Therefore, this supports Piaget’s view that infants are born with innate schemas
*DIMPAL - historical validity, done in 1961
3. Point: Piaget theory has application to education
Evidence: Piaget's theory proposes the concept of self discovery learning, an important part of learning,
because if you teach a child something they cannot learn it themselves
Explanation: Piagte’s idea of discovery based learning is now used in teaching training programs and his
idea also supports the idea of disequilibrium to promote creation of schemas to then accommodate new
information
Link: This therefore supports Piaget's important influence on education and teaching
*compare to Vygotsky
Piaget's stages of intellectual development
Object permanence = a child's understanding that objects are no longer visible but continues to exist
Conservation = ability to distinguish between reality and appearance (e.g. to understand that quantity is
not changed when a display is transformed)
Egocentrism = seeing things from your own viewpoint and being unaware of other possible viewpoints
Class inclusion = relation between two classes where all members of one class are included in the other,
inability to see subcategories within larger categories
● Piaget suggests his theory of cognitive development (previous spread) happens over 4 stages
● As they are cultural it suggests they are biological
Stage 1: sensorimotor stage
● 0-2 years
● Matching / coordinating sensory input (i.e. what they see + feel) and motor actions (i.e. hand
movements + sensations)
● Circular reactions - repeating action to assign meaning
● Object permanence - gained at around 8 months
Piaget’s theory of cognitive development
Question on the theory - refer to p.116 + 118
Question on the stages - refer to only p.118
Cognitive development = the processes by which our mental processes change as we age
Schema = a mental framework of information that we have due to past experiences and used to generate
future expectations
● Piaget says that development occurs from nature and nurture - an interactionist approach
- Believed in biological maturation (nature influence) = development that occurs only from
ageing
- Environment (nurture influence) = interactions with novel (new) experiences - schema
development
Schemas
= a mental framework of information that we have due to past experiences and used to generate future
expectations
● Can be cognitive or behavioural
● Born with a few schemas (e.g. grasping reflex or Knowledge on a face (cognitive) - recognise
those who can provide protection)
● New schemas develop from birth onwards as a result of interactions with the environment, new
experiences
● Develop more sophisticated schemes as we cognitively develop
● Schemas become more complex through assimilation and accommodation
Assimilation
= the process of fitting new experiences / information into existing schemas without making any changes
● Similar things fitting into schemas - e.g. baby given a toy car may suck of it like a rattle
Accommodation
= the processes of adjusting or changing existing schemas because new, conflicting information creates
disequilibrium
● Accepting new ideas - e.g. 4 legs + fur = dog, then sees cat = child schema must alter to
accommodate for new info
● Must occur quickly
,Equilibrium
= experiencing a balance between existing schemas and new experiences
● If we can't assimilate we experiences disequilibrium - which triggers accommodation to restore
balance
● Experience disequilibrium when something is new, deal with this via accommodation
● Development from demands in environment
● Cognitive development involves swinging between disequilibrium and equilibrium through
continuous assimilation and accommodation
● Cognitive development is the result of adaptation between the individuals existing schemas and
environmental demand for change (i.e. new experiences which don't fit existing schemas)
Lifespan learning
● Learning (this process) happens across your lifespan - not only in childhood
● Knowledge can either be assimilated or we must accommodate new schemas
● A child cannot always accommodate new experiences to new schemas as their mind is not
developed enough yet
AO3
1. Point: There is contrast between Piagets and Vygotsky's view on influences cognitive
development
Evidence: Vygotsky said that language influenced cognitive development but Piaget believed language
did not influence cognitive development and this view was supported by an experiment by Sinclair-de-
Zwart. She demonstrated that children who were non-conservers differed from conservers. They tended
to use absolute rather than comparative terms such as long vs larger
Explanation: This would suggest cognitive development proceeds language development and is further
supported by SDZ where 90% were unable to conserve
Link: Therefore, these findings suggest Piaget’s theory that cognitive maturity is required for linguistic
development is correct
*Conservation = understanding something can look different but represent the same concept, e.g. taller
bucket of water + all water fits into a wider bucket but same amount of water - developed by age of 7
2. Point: There is key evidence to support Piaget’s findings
Evidence: Research from Frantz supports the idea that we have innate schemas as infants as young as 4
days old show preference for a schematic face over a jumbled face
, Explanation: This illustrates that it is the unique configuration of a face rather than a complex pattern is
preferred. Other researchers have, such as Goren, have replicated this and have found correlation in their
findings
Link: Therefore, this supports Piaget’s view that infants are born with innate schemas
*DIMPAL - historical validity, done in 1961
3. Point: Piaget theory has application to education
Evidence: Piaget's theory proposes the concept of self discovery learning, an important part of learning,
because if you teach a child something they cannot learn it themselves
Explanation: Piagte’s idea of discovery based learning is now used in teaching training programs and his
idea also supports the idea of disequilibrium to promote creation of schemas to then accommodate new
information
Link: This therefore supports Piaget's important influence on education and teaching
*compare to Vygotsky
Piaget's stages of intellectual development
Object permanence = a child's understanding that objects are no longer visible but continues to exist
Conservation = ability to distinguish between reality and appearance (e.g. to understand that quantity is
not changed when a display is transformed)
Egocentrism = seeing things from your own viewpoint and being unaware of other possible viewpoints
Class inclusion = relation between two classes where all members of one class are included in the other,
inability to see subcategories within larger categories
● Piaget suggests his theory of cognitive development (previous spread) happens over 4 stages
● As they are cultural it suggests they are biological
Stage 1: sensorimotor stage
● 0-2 years
● Matching / coordinating sensory input (i.e. what they see + feel) and motor actions (i.e. hand
movements + sensations)
● Circular reactions - repeating action to assign meaning
● Object permanence - gained at around 8 months
