Piaget's theory of cognitive development: Difference between revisions

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Piaget's understanding was that assimilation and accommodation cannot exist without the other.<ref>{{cite journal | last1 = Block | first1 = Jack | year = 1982 | title = Assimilation, accommodation, and the dynamics of personality development | journal = Child Development | volume = 53 | issue = 2| pages = 281–295 | doi=10.2307/1128971| jstor = 1128971 }}</ref> They are two sides of a coin. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent. For instance, to recognize (assimilate) an apple as an apple, one must first focus (accommodate) on the contour of this object. To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.<ref>{{cite web|url=http://etec512learningconference-piaget.weebly.com/theory.html|title=Theory|access-date=15 March 2017}}</ref>

===Cognitive [[equilibration]]===

Piaget agreed with most other developmental psychologists in that there are three very important factors that are attributed to development: maturation, experience, and the social environment. But where his theory differs involves his addition of a fourth factor, equilibration, which "refers to the organism's attempt to keep its cognitive schemes in balance".<ref>{{Citation |last1=Bjorklund |first1=David F. |last2=Causey |first2=Kayla B. |year=2018 |section=Social construction of mind |title=Children’s thinking: Cognitive development and individual differences |edition=6th |pages=65–91 |publisher=[[SAGE Publishing]] |isbn=978-1506334356}}</ref>

<ref>{{Citation |last1=Bjorklund |first1=David F. |last2=Causey |first2=Kayla B. |year=2018 |section=Thinking in symbols |title=Children’s thinking: Cognitive development and individual differences |edition=6th |pages=147–198 |publisher=[[SAGE Publishing]] |isbn=978-1506334356}}</ref>