What is the connection between??

Lev Vygotsky

Jean Piaget

Unit 3 - Topics in PsychologyUnit 3 - Topics in PsychologyCognition & Development

Three Main Areas

Development of thinking

Development of moral understanding

Development of social cognition

AQA ‘A’ Exam Board Specification Wording..

Development of thinking• Theories of cognitive development, including Piaget &Vygotsky• Applications of these theories to education.Development moral understanding• Theories of moral understanding (Kohlberg) and/or prosocial reasoning

(Eisenberg).Development of social cognition• Development of the child’s sense of self, including Theory of mind

(Baron-Cohen)• Development of children’s understanding of others, including

perspective-taking (Selman)• Biological explanations of social cognition, including the role of the

mirror neuron system

1. Development of thinking1. Development of thinking

OverviewOverview

Cognitive development is the study of how our Cognitive development is the study of how our mental activities develop. Research has raised mental activities develop. Research has raised many issues including the difference in the way many issues including the difference in the way adults and children think; are the differences due adults and children think; are the differences due age or experience? Or are they learned or age or experience? Or are they learned or innate? You will study three theories that try to innate? You will study three theories that try to explain this process..explain this process..

Jean Piaget and Lev Vygotsky Jean Piaget and Lev Vygotsky

Before Jean PIAGET …Before Jean PIAGET …

Jean PIAGETJean PIAGET

Worksheet 1. Development of ThinkingWorksheet 1. Development of Thinking

BackgroundBackground

Jean Piaget (1896-1980)Jean Piaget (1896-1980) Best known Psychologist (after Freud!)Best known Psychologist (after Freud!) Trained in ZoologyTrained in Zoology Worked on Childrens Intelligence TestsWorked on Childrens Intelligence Tests

As a result-produced As a result-produced Stage TheoryStage Theory of Cognitive of Cognitive Development in response to children’s consistent test Development in response to children’s consistent test

errors at key ages errors at key ages

Piaget

videovideo

PIAGETPIAGETStructure of the intellectStructure of the intellect

““Schema”Schema” – “a psychological structure that represents – “a psychological structure that represents everything a child knows about objects or actions-built everything a child knows about objects or actions-built up from basic reflexes/experience”up from basic reflexes/experience”

““Assimilation”Assimilation” - - Process of fitting new information or Process of fitting new information or experiences into existing schemasexperiences into existing schemas

““Equilibration”, i.e. equilibrium/disequilibrium”Equilibration”, i.e. equilibrium/disequilibrium” - between - between new/old experiences, i.e. new schema formation-heart of new/old experiences, i.e. new schema formation-heart of adaptation process…adaptation process…

““AccommodationAccommodation”” - process of changing existing - process of changing existing schemas when new information cannot be assimilated – schemas when new information cannot be assimilated – thereby creating new onesthereby creating new ones

How do you learnHow do you learnThrough schemas ?Through schemas ?

New experienceNew experience

Existing schema challenged?Existing schema challenged?

NONO YESYES

Disequilibrium experiencedDisequilibrium experienced

Assimilation Assimilation AccommodationAccommodation

New schema formedNew schema formed

Equilibrium achievedEquilibrium achieved

Process in actionProcess in action

According to Piaget intellectual growth involves According to Piaget intellectual growth involves three fundamental processes: assimilation, three fundamental processes: assimilation, accommodation, and equilibration. accommodation, and equilibration.

Assimilation-accommodationAssimilation-accommodation AssimilationAssimilation involves the incorporation of new involves the incorporation of new

events into pre-existing cognitive structures. events into pre-existing cognitive structures. Accommodation Accommodation means existing structures means existing structures change to accommodate to the new information. change to accommodate to the new information. This dual process, assimilation-accommodation, This dual process, assimilation-accommodation, enables the child to form enables the child to form schema.schema.

Equilibration Equilibration (equilibrium-disequilibrium)(equilibrium-disequilibrium)

Equilibration Equilibration involves the person striking a involves the person striking a balance between himself and the environment, balance between himself and the environment, between assimilation and accommodation. between assimilation and accommodation. When a child experiences a new event, When a child experiences a new event, disequilibriumdisequilibrium sets in until he is able to sets in until he is able to assimilate and accommodate the new assimilate and accommodate the new information and thus attain information and thus attain equilibriumequilibrium. .

There are many types of equilibrium between There are many types of equilibrium between assimilation and accommodation that vary with assimilation and accommodation that vary with the levels of development and the problems to the levels of development and the problems to be solved. For Piaget, equilibration is the major be solved. For Piaget, equilibration is the major factor in explaining why some children advance factor in explaining why some children advance more quickly in the development of logical more quickly in the development of logical intelligence than do others intelligence than do others

Activity – group poster presentations- prop demos Stage Props Group 1- Sensorimotor Stage 0-2 years paper + toyGroup 2- Pre-Operational Stage 2-7 years mountains + cars - Pre-conceptual 2-4 years pre concepts + animism - Intuitive Stage 4-7 years egocentrismGroup 3 - Concrete Operational Stage 7-11 years counters + beakersGroup 4- Formal Operational Stage 11 years + beakers

For info ..

PIAGET’S COGNITIVE STAGES PIAGET’S COGNITIVE STAGES OF DEVELOPMENTOF DEVELOPMENT

Sensorimotor Stage

(0-2 years)

Pre-Operational Stage

(2-7 years)Pre-conceptual (2-4 years)Intuitive Stages (4-7 years)

Concrete Operational Stage

(7-11 years)

Formal Operational Stage

(11+ years)

Sensorimotor Stage (cont.)Sensorimotor Stage (cont.) Object permanenceObject permanence’- realization that ’- realization that

objects exist even if they are out of sightobjects exist even if they are out of sight

- Piaget suggests that up to - Piaget suggests that up to 8 months8 months infants do not search for objects that are infants do not search for objects that are hidden from view . But then hidden from view . But then 1year olds1year olds dodo looklook

videovideo

EvaluationEvaluationHowever..However..

Bower (1981) showed that 5 month old Bower (1981) showed that 5 month old babies would show surprise if an object babies would show surprise if an object hidden behind a screen was not there when hidden behind a screen was not there when the screen was liftedthe screen was lifted

This research suggests that it’s not the age This research suggests that it’s not the age

that is important but the issue of it that is important but the issue of it happening at allhappening at all

Bower suggests that Piaget may have Bower suggests that Piaget may have underestimated what infants could dounderestimated what infants could do

Pre-Operational Stage(2-7 years)

Pre-conceptual (2-4 years) Between the ages of 2 and 4 Between the ages of 2 and 4

children begin to develop basic children begin to develop basic schemas for example if daddy schemas for example if daddy has a blue car, every blue car is has a blue car, every blue car is Daddy’s car.Daddy’s car.

Children also begin to give Children also begin to give objects lifelike qualities, this is objects lifelike qualities, this is called called animism.animism.

When children are between 4 When children are between 4 and 7 years old they begin to and 7 years old they begin to base their knowledge on what base their knowledge on what they feel is true, but they can’t they feel is true, but they can’t explain the underlying principles. explain the underlying principles.

“Daddy’s car!”

Intuitive Stage (4-7yrs)Intuitive Stage (4-7yrs)

Children base their knowledge of Children base their knowledge of what they what they feel feel oror sense sense is true but is true but they cannot explain the underlying they cannot explain the underlying principlesprinciples

Egocentrism Egocentrism -- child finds it hard to child finds it hard to understand the perspective of anotherunderstand the perspective of another

Intuitive Stage (4-7yrs)Intuitive Stage (4-7yrs)--- 3 Mountain Task ------ 3 Mountain Task ---

Doll placed in various positionsDoll placed in various positions Child asked to say what the doll could seeChild asked to say what the doll could see

Intuitive Stage (cont.)Intuitive Stage (cont.)--- 3 Mountain Task --- --- 3 Mountain Task ---

ResultsResults

Children said the scene would look the same as their own Children said the scene would look the same as their own viewpoint. This was the case wherever the doll was viewpoint. This was the case wherever the doll was positioned.positioned.

EvaluationEvaluation Intuitive Stage ( 4-7yrs)Intuitive Stage ( 4-7yrs)

Policeman Task (Hughes, 1975)Policeman Task (Hughes, 1975) Child asked to hide a doll from two Child asked to hide a doll from two

policemen.policemen. Then asked if policeman could see the doll Then asked if policeman could see the doll

from various positionsfrom various positions

Policeman Task (Hughes, 1975)Policeman Task (Hughes, 1975)

ResultsResults

Unlike Piaget, Hughes found that 90% of Unlike Piaget, Hughes found that 90% of children aged 3-5 children aged 3-5 couldcould take another person’s take another person’s perspective -when they understood the taskperspective -when they understood the task

More realistic task (hiding from someone) than More realistic task (hiding from someone) than 3 3 mountains testmountains test..

Could DECENTRECould DECENTRE

Concrete Operational Stage ( 7-11 yrs)Concrete Operational Stage ( 7-11 yrs)

Intuition replaced by use of logical Intuition replaced by use of logical rulesrules

Children’s understanding still limited Children’s understanding still limited by using actual ‘by using actual ‘concreteconcrete’ world’ world

Difficulty in considering Difficulty in considering hypothetical hypothetical or or abstractabstract ideas ideas

Two important features of this stage ….Two important features of this stage ….

Concrete Operational StageConcrete Operational Stage(7-11 years)(7-11 years)

TransitivityTransitivity- The ability to recognize logical - The ability to recognize logical relationships among elements in a serial order (for relationships among elements in a serial order (for example, If A is taller than B, and B is taller than C, example, If A is taller than B, and B is taller than C, then A must be taller than C).then A must be taller than C).

ClassificationClassification—the ability to name and identify —the ability to name and identify sets of objects according to appearance, size or sets of objects according to appearance, size or other characteristicother characteristic

DecenteringDecentering—where the child takes into accounts —where the child takes into accounts points of view, other than their own. It is crucial for points of view, other than their own. It is crucial for developing future relationshipsdeveloping future relationships

ReversibilityReversibility—the child understands that numbers —the child understands that numbers or objects can be changed, then returned to their or objects can be changed, then returned to their original state. For this reason, a child will be able to original state. For this reason, a child will be able to rapidly determine that if 4+4 equals t, t−4 will equal rapidly determine that if 4+4 equals t, t−4 will equal 44

ConservationConservation—understanding that quantity, length or —understanding that quantity, length or number of items is unrelated to the arrangement or number of items is unrelated to the arrangement or appearance of the object or items.appearance of the object or items.

Elimination of EgocentrismElimination of Egocentrism—the ability to view things —the ability to view things from another's perspective (even if they think from another's perspective (even if they think incorrectly). For instance, show a child a comic in which incorrectly). For instance, show a child a comic in which Jane puts a doll under a box, leaves the room, and then Jane puts a doll under a box, leaves the room, and then Melissa moves the doll to a drawer, and Jane comes Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say back. A child in the concrete operations stage will say that Jane will still think it's under the box even though the that Jane will still think it's under the box even though the child knows it is in the drawer. child knows it is in the drawer.

Children in this stage can, however, only solve problems Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks.abstract concepts or hypothetical tasks.

1. Classification1. Classification

Ability to be able to order a set of Ability to be able to order a set of items in terms of dimensions like items in terms of dimensions like height, width or both.height, width or both.

e.g. when given dolls of different height, e.g. when given dolls of different height,

the child can arrange them in height orderthe child can arrange them in height order

2. Transivity2. Transivity

Ability to recognise logical relationships Ability to recognise logical relationships within a serieswithin a series

e.g. if Joe is taller than Sue, and Sue is e.g. if Joe is taller than Sue, and Sue is taller than Bethan, then it follows that taller than Bethan, then it follows that

Joe is taller than BethanJoe is taller than Bethan

2. Transivity (cont.)2. Transivity (cont.)

Piaget used Piaget used Conservation tasksConservation tasks to test to test this ability..this ability..

Examples of Conservation involving number & volumeExamples of Conservation involving number & volume

video

TransformationTransformation

Beakers Counters

SummarySummaryConcrete –Operational StageConcrete –Operational Stage

Thinking is becoming ‘operational’ Thinking is becoming ‘operational’

Decline of egocentric thoughtDecline of egocentric thought

Begin to think logically Begin to think logically

Decline in animismDecline in animism

Therefore, they can cope with conservation, and Therefore, they can cope with conservation, and seriationseriation

EvaluationEvaluationConcrete Operational StageConcrete Operational Stage

Demand CharacteristicsDemand Characteristics

Rose & Blank (1974) suggested that by asking two Rose & Blank (1974) suggested that by asking two

questions- one before and one after- the transformation, questions- one before and one after- the transformation,

children may think “ if the question is being asked again, children may think “ if the question is being asked again,

even though nothing has changed, perhaps there is another even though nothing has changed, perhaps there is another

answer”answer”

‘‘Naughty Teddy’ (McGarrigle & Donaldson 1974)Naughty Teddy’ (McGarrigle & Donaldson 1974)

Used a ‘naughty teddy’ glove puppet to ‘accidentally’ spread Used a ‘naughty teddy’ glove puppet to ‘accidentally’ spread

out one row of beads. Children’s ability to conserve was out one row of beads. Children’s ability to conserve was

much improved compared to Piaget’s methodology. much improved compared to Piaget’s methodology.

However…However…

Moore & Frye (1986) Moore & Frye (1986) proposed that the children proposed that the children

were so absorbed by the ‘naughty teddy’ that they were so absorbed by the ‘naughty teddy’ that they

did not even notice any transformation. This was did not even notice any transformation. This was

tested by seeing what would happen if a counter tested by seeing what would happen if a counter

was added or removed. When asked the children was added or removed. When asked the children

replied that no change had taken place, suggesting replied that no change had taken place, suggesting

that the teddy was indeed a distraction.that the teddy was indeed a distraction.

Formal Operational Stage (11+ yrs)Formal Operational Stage (11+ yrs) Capable of abstract and systematic thoughtCapable of abstract and systematic thought

demonstrated by…demonstrated by…

Beaker Problem Beaker Problem

(Piaget & Inhelder, 1956(Piaget & Inhelder, 1956))

Participants given four beakers of colourless liquids and asked to find which combination will produce yellow liquid. Older children used abstract deductive reasoning

EvaluationEvaluation

Formal Operational StageFormal Operational Stage

Dasen (1994) claimed that only a Dasen (1994) claimed that only a thirdthird of of adults ever reach this stage adults ever reach this stage

Piaget assumed everyone reached this level Piaget assumed everyone reached this level of abstract reasoning. He worked of abstract reasoning. He worked extensively with highly intelligent children extensively with highly intelligent children (non-representative sample ) so his results (non-representative sample ) so his results may not be universally true, i.e. Low may not be universally true, i.e. Low external validityexternal validity

Evaluation Evaluation

Overall EvaluationOverall Evaluation

Internal validityInternal validity Piaget underestimated children’s abilitiesPiaget underestimated children’s abilities

He did not distinguish between He did not distinguish between competencecompetence (what a (what a child is capable of doing) and child is capable of doing) and performanceperformance (how a (how a child performs on a particular task). His studies tested child performs on a particular task). His studies tested performance.performance.

Piaget assumed that a child who failed a task lacked Piaget assumed that a child who failed a task lacked the underlying cognitive structures needed to succeed the underlying cognitive structures needed to succeed on that task-subsequent research (mentioned earlier) on that task-subsequent research (mentioned earlier) suggested that a child may have these competencies suggested that a child may have these competencies earlier than he suggested.earlier than he suggested.

Overall EvaluationOverall Evaluation

Piaget’s stages are too prescriptivePiaget’s stages are too prescriptive Practice improving performancePractice improving performance

Piaget stated that if a person is not Piaget stated that if a person is not biologically ready to move on to the next stage biologically ready to move on to the next stage of development then no amount of practice will of development then no amount of practice will get them there.get them there.

However…However… Bryant & Trabasso (1971)Bryant & Trabasso (1971) trained trained children under 7 to cope with logical mental children under 7 to cope with logical mental rulesrules

Overall EvaluationOverall EvaluationHowever…However…

SupportSupport

Smith Smith et al et al (1998) suggested that (1998) suggested that Piaget’s ‘stages’ were connected to Piaget’s ‘stages’ were connected to biologically regulated cognitive biologically regulated cognitive changes changes that occur during that occur during development. They conducteddevelopment. They conducted cross- cross-cultural research and replicated Piaget’s cultural research and replicated Piaget’s findingsfindings

SummarySummary Piaget produced the first comprehensive Piaget produced the first comprehensive

theory of cognitive developmenttheory of cognitive development

Theory extensively developedTheory extensively developed

Large influence on educational practiceLarge influence on educational practice

Generated large body of researchGenerated large body of research

Key PointsKey Points

• Innate, stage theory, i.e. Innate, stage theory, i.e. maturation and ‘readiness’ maturation and ‘readiness’

• learning process involving; learning process involving; schemas / equilibrium-schemas / equilibrium-disequilibrium disequilibrium accommodation / assimilationaccommodation / assimilation

• Outline stages (key features)Outline stages (key features)

Piaget’s Stages- CLIPSPiaget’s Stages- CLIPS

Clip 1- Sensorimotor & Object Perm.Clip 1- Sensorimotor & Object Perm.

Clip 2 - EgocentrismClip 2 - Egocentrism

Clip 3- ConservationClip 3- Conservation

Clip 4- ReasoningClip 4- Reasoning

IT Activity-Role playPsychology video camera & your

mobile phone cameras

Piaget Stages – “Staged” Observation

• In groups, you are going to go plan, rehearse then act out role plays for the key features of Piaget’s 4 stages of cognitive development

• These will be filmed using the psychology video cameras

• Then return to the classroom and these will then be uploaded and shown to the class next lesson..

Activity Page 147 textbook

1. Description 200 words (worth 8 marks)

2. 8 criticisms with two IDA-each to be about 50 words

4. 600 word answer to;

“Discuss Piaget’s theory of cognitive development” (8+16 marks)

Potential exam question

““Discuss Piaget’s theory of Discuss Piaget’s theory of cognitive development”cognitive development”

((8 + 16 marks)8 + 16 marks)

2 ways to write these ..

Essay Plan 1Essay Plan 1

DefinitionDefinition of cognitive development of cognitive development

DescribeDescribe Piaget’s theory Piaget’s theory Innate, stage theory, i.e. maturation and ‘readiness’ with learning Innate, stage theory, i.e. maturation and ‘readiness’ with learning

process involving; schemas / equilibrium-disequilibrium process involving; schemas / equilibrium-disequilibrium accommodation / assimilationaccommodation / assimilation

Outline stages (key features)Outline stages (key features)

EvaluationEvaluation WeaknessesWeaknesses- Hughes (1975) ‘policeman task’- Hughes (1975) ‘policeman task’ McGarrigle & Donaldson ‘naughty teddy’McGarrigle & Donaldson ‘naughty teddy’ Rose & Blank ‘Demand characteristics’Rose & Blank ‘Demand characteristics’ Moore & Frye ‘Not naughty teddy’Moore & Frye ‘Not naughty teddy’ Dasen (1994) ‘not everybody reaches formal stage’Dasen (1994) ‘not everybody reaches formal stage’Support- Support- Smith Smith et al et al (1998) suggested that Piaget’s ‘stages’ were (1998) suggested that Piaget’s ‘stages’ were connected to biologically regulated cognitive changesconnected to biologically regulated cognitive changesOverall-Overall- Piaget’s stages are too prescriptive Piaget’s stages are too prescriptive IDA – deterministic + nature vs nurture , i.e. biological

approach so it supports nature Guilty of measuring Guilty of measuring performance performance not competence.not competence.

Definition of cognitive development and how Piaget’s theory is thisDescribe Piaget’s theory- Innate, stage theory, i.e. maturation and ‘readiness’ with learning process involving; schemas / equilibrium-

disequilibrium accommodation /assimilation

Outline stages (key features) & evaluate as you go..Stage 1- Describe then evaluate - Bower (object permanence)Stage 2- Describe then evaluate - Hughes (1975) ‘policeman task’Stage 3- Describe then evaluate - McGarrigle & Donaldson ‘teddy’ - Rose & Blank ‘Demand characteristics’ - Moore & Frye ‘Not naughty teddy’Stage 4- Describe then evaluate - Dasen (1994) ‘not everybody reaches’ Overall evaluation at the end..- Smith et al (1998) suggested that Piaget’s ‘stages’ were connected to biologically regulated cognitive changes..- Piaget’s stages are too prescriptive so unreliable…- Guilty of measuring performance not competence….- IDA – deterministic + nature vs nurture , i.e. biological approach so

it supports nature

Or ..Plan 2

A01

A02

A03

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