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Lecture 4b: Piaget's Theory (Piaget's Stage Theory (Process of…
Lecture 4b: Piaget's Theory
Pre-operational stage (2-7yrs)
Limitations
Conservation
don't understand physical aspects remain the same even when outer appearance changes
eg. 2 lines of pennies or a ball of clay vs flattened clay
Hierarchical classification
cannot focus on a whole & its parts simultaneously
eg. class inclusion task where asked "are there more roses or more flowers"
Centration
focusing on 1 aspect while ignoring other features
eg. taller glass of juice is "more" than wider short glass
cannot think of an object in relation to 2 or more objects simultaneously
Seriation task (refer to lec notes for diagram)
eg. cannot arrange 3 lines from longest to shortest
Kinship terms eg. cannot understand how Aunt=Dad's sis & Grandma's daughter
Rigid inflexible thinking/irreversibility
mental representations of actions not organised into a reversible system
cannot think of appearance & reality simultaneously
Sometimes focused on appearance (perception bound) eg. John Flavell et al's Egg colour task (When put green filter, asked what colour vs what colour it actually is)
Sometimes focused on reality (intellectual realism) eg. John Flavell's Rock sponge task (asked what it is, then asked what it looks like)
Egocentrism
Verbal egocentrism--> eg. 2 kids can be talking to each other but each of them is talking about completely diff things
Visual egocentrism--> eg. 3 mountains task, girl attributes own perspective to the doll
attribute own perception, knowledge, feelings to others
Animistic thinking
Attribute animate properties to inanimate objects
Precausal
Poor at selecting appropriate causes for effects-->tend to give magical explanations
can form mental representations
utilise symbols
able to internalise actions
can do pretend play
lecture vid showed 2 adults 1 eating raisins & another pretending to eat raisins. Child needs to guess who's eating raisins
Sensorimotor stage(0-2yrs)
Piaget's proposed development
12mth: A-not-B error disappears, object permanence stronger
18-24mths: full representation appears, marking end of stage
8 mths: object permanence appears but still fragile, commits A not B error
in fact infants have object permanence as early as 2.5mth depends on how you measure object permanence
Learn through interactions bet sensations & actions
circular reactions
: repeat events caused by own motor activity eg. repeating sucking own thumb
unable to form mental representations
Piaget Revisited
Children's counting (Gelman)
Asked 3-5 yr olds to watch a puppet count
sometimes, puppet count correctly, sometimes violates a principle
principles of counting
Stable order
Counting always goes in the same order, there's no skipping/repeats
Cardinality
The last number u say represents the total amount
One-one
Each object only gets one count
by 3, they have an understanding of numbers as they are good at detecting violations of counting principles
Causality (Rosengren)
Magical explanations do not come about because they are preoperational but it's a product of what the parent taught
Asked 4-5 yr olds to explain
Everyday transformations
Both ages explained using physical causes cos parents give physical causes as reason
Magical transformations
4 yr old say its Magic
5 yr old say its a Trick
4 yr old's parents give magical explanations, 5 yr's parent tell them its a trick
Visual egocentrism revisited (Borke)
Original 3 mountains task looked pretty similar from all angles
3 & 4 yr olds
modified with rich display of many objects-->kids do better
With a richer display, children can take perspectives of others better
Conservation revisited
Scaled down conservation of number task (Gelman)
Instead of asking "more than/less than", he asked "find the winner"
by 3 yrs old kids can succeed
Modified conservation of number task (Markman)
instead of coins, used toy soldiers on 4 & 5yr olds
When asked using group labels instead of unit labels eg. What's more, my army or your army, kids succeed
Conclusions abt developt
Not parallel, children develop at diff rates in diff areas
Variation in ability to pass certain tasks in diff order
Continuous, follows a progression
kinda universal
Piaget's Stage Theory
Invariant
Discontinuous
Universal
Parallel(occurs at same rate across multiple domains)
development has 4 stages
Sensorimotor, preoperational, concrete-operational, formal-operational
Process of learning
Accomodation
Reorganisation of knowledge structure based on new data
Equilibration
Using assimilation & accommodation to create a stable understanding
Assimilation
interpreting a new fact in light of current knowledge