Piaget Chapter 7 Next time: Continue Chapter 7

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Piaget (Chapter 7)Next time Continue Chapter 7
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Piaget (pp. 249-281)
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Piaget General Points

• Normative
• Qualitative change
• Stages
• Interaction of nature and nurture
• Assimilation-accommodation

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Periods of Developmentpages 55, 253-277
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• Table 2.3 Piagets Stages of Cognitive Development

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Sensorimotor Period (birth until about 2)
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• Table 7.2 Summary of Piagets Account of
  Sensorimotor Development

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Scheme (p. 250) An organized pattern of thought
or action that one constructs to interpret some
aspect of ones experience
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Scheme (p. 250) An organized pattern of thought
or action that one constructs to interpret some
aspect of ones experienceSensorimotor scheme
An organized pattern of action that infants
construct to interpret some aspect of experience
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Changes in Schemes
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Changes in Schemes

• Become more skilled

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Changes in Schemes

• Become more skilled
• Become more outwardly oriented

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Changes in Schemes

• Become more skilled
• Become more outwardly oriented
• Become integrated

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Changes in Schemes

• Become more skilled
• Become more outwardly oriented
• Become integrated
• Become more varied

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Changes in Schemes

• Become more skilled
• Become more outwardly oriented
• Become integrated
• Become more varied
• Become internalizedinner experimentation (p.
  255)

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Object permanence (p. 256) The realization that
objects continue to exist when they are no longer
visible or detectable through the other senses
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• Table 7.2 Summary of Piagets Account of
  Sensorimotor Development

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A-not-B error (p. 256) Tendency of 8- to
12-month-olds to search for a hidden object where
they first found it even after they have seen it
moved to a new location
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• Table 7.2 Summary of Piagets Account of
  Sensorimotor Development

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Object Permanence

• Development of invariants
• Progressive decentering

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Preoperational Period (2 to 6 or 7)
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Symbolic function (p. 261) The ability to use
symbols (for example, images and words) to
represent objects and experiences
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Evidence for Representational Ability

• Stage 6 of object permanence
• Deferred imitation (p. 255)
• Symbolic play
• Language
• Inner experimentation (p. 255)

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Preoperational Limitations

• Egocentrism (p. 264) The tendency to view the
  world from ones own perspective while failing to
  recognize that others may have different points
  of view

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• Figure 7.3 Piagets three-mountain problem.
  Young preoperational children are egocentric.
  They cannot easily assume another persons
  perspective and often say that another child
  viewing the mountain from a different vantage
  point sees exactly what they see from their own
  location.

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Preoperational Limitations

• Egocentrism (p. 264) The tendency to view the
  world from ones own perspective while failing to
  recognize that others may have different points
  of view
• Centration (p. 265) In Piagets theory, the
  tendency of preoperational children to attend to
  one aspect of a situation to the exclusion of
  others

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Invariants
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Invariants

• Object permanencesensorimotor period

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Invariants

• Object permanencesensorimotor period
• Qualitative identitypreoperational period

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Qualitative identity The knowledge that the
qualitative nature of something is not changed by
a change in its appearance
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Invariants

• Object permanencesensorimotor period
• Qualitative identitypreoperational period
• Conservationconcrete-operational period

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Concrete-Operational Period (7 to 11)
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Concrete-Operational Achievements

• Perspective-taking
• Conservation

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Concrete-Operational Achievements

• Perspective-taking
• Conservation
• Class inclusion

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Class inclusion The knowledge that a subclass
cannot be larger than the superordinate class
that includes it
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Concrete-Operational Achievements

• Perspective-taking
• Conservation
• Class inclusion
• Transitivity (p. 273)

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TransitivityA B, B C, A ? CA gt B, B gt C,
A ? C
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Operations Piagets term for the various forms
of mental action through which children solve
problems and reason logically
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TransitivityA B, B C, A ? CA gt B, B gt C,
A ? C
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AN EVALUATION OF PIAGETS THEORY

• Challenges to Piaget
• Piaget failed to distinguish competence from
  performance
• Does cognitive development really occur in
  stages?
• Little evidence of broad stages
• Does Piaget explain cognitive development?
  more of a description
• Little attention to social/cultural influences

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