Piaget's theory of cognitive development: Difference between revisions

Revision as of 10:06, 22 November 2023

Revision as of 10:35, 22 November 2023

Line 34:

For example, let's say Dave, a three year old boy who has grown up on a farm and is accustomed to seeing Horses regularly, has been brought to the zoo by his parents and sees an Elephant for the first time. Immediately he shouts "look mommy, Horsey!" Because Dave does not have a scheme for Elephants, he interprets the Elephant as being a Horse due to its large size, color, tail, and long face. He believes the Elephant is a Horse until his mother corrects. The new information Dave has received has put him in a state of disequilibrium. He now has to do one of three things. He can either: (1) turn his head, move towards another section of animals, and ignore this newly presented information; (2) distort the defining characteristics of an Elephant so that he can assimilate it into his "Horsey" scheme; or (3) he can modify his preexisting "Animal" schema to accommodate this new information regarding Elephants by slightly altering his knowledge of animals as he knows them.

With age comes entry into a higher stage of development. With that being said, previously held schemes (and the children that hold them) are more than likely to be confronted with discrepant information the older they get. Silverman and Geiringer propose that one would be more successful in attempting to change a child's mode of thought by exposing that child to concepts that reflect a higher rather than a lower stage of development. Furthermore, children are better influenced by modeled performances that are one stage above their developmental level, as opposed to modeled performances that are either lower or two or more stages above their level .

<ref>{{Citation |last1=Silverman I.|first1=Irwin W. & R.|last2=Geiringer (1973|first2=Eva |date=Dec) "1973 |title=Dyadic interaction and conservation induction: A test of Piaget’s equilibration model". ''|journal=Child Development'', '''|volume=44'''( |issue=4), |pages=815-820. https://|publisher=[[Society for Research in Child Development]] |doi.org/=10.1111/J.1467-8624.1973.TB01157.X}}</ref>

</ref><ref>Silverman I.W. & R.Litman (1979 Sep) “Two tests of Piaget’s Equilibration Model: a replication and an extension”. ''Int. J. Behavioral Development'', '''2'''(3), https://doi.org/10.1177/016502547900200302</ref><ref>Levin D.E. & D.H.Feldman (1979 Sep) “Peer interaction as a source of cognitive developmental change”. Spencer Foundation, Chicago. (APA 87th Meeting, New York). ED 179 317</ref>

<ref>{{Citation |last1=Silverman |first1=Irwin W. |last2=Litman |first2=Ruth |date=Sep 1979 |title=Two tests of Piaget’s Equilibration Model: a replication and an extension |journal=International Journal of Behavioral Development |volume=2 |issue=3 |doi=10.1177/016502547900200302}}</ref>

<ref>{{Citation |last1=Levin |first1=Diane E. |last2=Feldman |first2=David Henry |date=Sep 1979 |title=Peer interaction as a source of cognitive developmental change |publisher=Spencer Foundation, Chicago |place=[[American Psychological Association|APA]] 87th Meeting, New York |id={{ERIC|ED179317}} }}</ref>

==Four stages of development==