Jean Piaget.-Four Basic Cognitive Concepts(Illustration)
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Jean Piaget was a Swiss psychologist born in 1896 who studied child development and learning. He proposed that children construct an understanding of the world by experiencing things and reflecting on those experiences. He believed that cognitive development involves four basic concepts: schemas, assimilation, accommodation, and equilibration. Schemas are mental representations that help organize knowledge, assimilation is interpreting new experiences based on existing schemas, accommodation is changing schemas based on new experiences, and equilibration is the balance between assimilation and accommodation that leads to cognitive equilibrium.
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Jean Piaget.-Four Basic Cognitive Concepts(Illustration)
- 2. Jean Piaget born August 9, 1896 in Neuchâtel,Switzerland died in Geneva on September 816,1980. he was 84 years old. Arthur Piaget(Swiss) professor of medieval literature at the University of Neuchâtel, Rebecca Jackson(French) Oldest son 1923 Married Velentine Chatenay children, Jacqueline, Lucienne and Laurent Whom Piaget studied from infancy Parents three children, Life
- 3. 1918-Completed Doctorate in Biology. And he turned to psychology 1919-He went to Zurich where he studies and worked In psychological clinics (psychological experimentation)) 1919-He went to Paris spent 2 years at the Sorbonne Chance to work in Binets Laboratory(standardizing several test)Development of children's intelligence could be studied Experimentally 1921-Offered directorship of studies at the Institute J. J. Rousseau in Geneva 1969-First European cited by the American Psychological Association 1955-Help of grant from Rocketfeller Foundation The International Center for Genetic Epistemology was established in Geneva SeveralFieldsPhysics,biology,mathematics,language as well as psychology and education. Geneva Group -Program for scholars groups that grew up around Piaget(several Program Studied) Education, works and booksEDUCATION WORKS AND BOOKS age of 10 managed his first publication a partly albino sparrow he found a park. at age of 15 Direct work toward biological explanation of knowledge Age of 21 Published 25 professionals papers(mostly on Mollusks) (considered one of the worlds fe experts on mollusks) 1918 Published two works 1.Biology and War 2. Recherche(Search or research Age of 30 Famous of his works in psycholo in University of Geneva Harvard(a936) Sorbonne(1946) University of Brussels(1949) University of Brazil at Rio de Janeiro(1949) Comumbia( 1970) Jean Piaget (Jean William Fritz Piaget) Honorary Degrees Honored around the word.
- 5. Intellectual Organization and Adaptation Organization Of the Environment Adaptation Physical Environment Biological Act Early work Cognitive Act Intellectual/ Biological Activity Total/Process Intellectual Functioning Adapt Environment and Organize Experience
- 6. Process of Intellectual Organization and Adaptation Jean Piaget Four basic Cognitive Concepts equilibriumassimilation accommodation schema
- 7. schema Cognitive or mental structures by which individuals intellectually adapt to organize the environment Believes that mind Schema/Schemata Singular/Plural Schemata thought Concept of categories Index File Represents Schema Schemata Process and identify incoming stimuli
- 8. concept of categories Index File Represents Schema
- 11. ?? DOGS HAVE 4 LEGS I NEED TO GO TO UNI TO BE ABLE TO WORK AS A VET DOGS, CATS & HORSE’S HAVE 4 LEGS ANIMALS ARE INTERESTING CREATURES
- 12. Initial schema child's begins to develop an understanding of what the dog is from a picture book
- 18. Jean looked into the field and saw a cow (new stimulus) He had never been saw a cow Schema(File) Place into Closely approximately Identifies Concept Change
- 19. schema Cognitive or mental structures by which individuals intellectually adapt to organize the environment believes Schema/Schemata Singular/Plural Schemata thought Concept of categories Index File Represents Schema Schemata Process and identify incoming stimuli Concept Change
- 20. Assimilation Is the cognitive process by which a person integrates new perceptual, motor conceptual matter into existing schemata or pattern of behavior Viewed as the cognitive process of placing(classifying)new stimulus events into existing schemata
- 21. Accommodation New stimulus Assimilate existing schema Tries to Stimulus cannot be place or assimilated into schema sometimes Characteristics of a stimulus does not approximate required Childs available schemata What can he/she do? 1.He can create new schema into which he can place the stimulus ( a new index card on the file) 2.He can modify an existing schema so that the stimulus will fit to it.
- 22. Schemata are constructed with experience
- 23. Stimuli are “forced” to Fit the persons structure During assimilation Tail Fur Snout Paws Bark(woof,arf..) Spots Tail Horns Wide nose Udders hoves Fur Snout Paws Sounds as (moo) Accommodation Change force Schema New Stimuli
- 24. Equilibration Equilibration Balance between assimilation and accommodation to create stable understanding (Equal) Assimilation Accommodation Translate incoming information into a form they can understand Adapt current knowledge structures in response to new experience Example: person always assimilated stimuli And never accommodated Result to: Unable to detect difference Example: The cow forever remain a dog Example: person always accommodate stimuli And never assimilate Result to: most things seen as different Result is Abnormal intellectual growth Equal Equilibrium Self-regulatory necessary mechanism necessary to ensure the developing child efficient interaction with the environment
- 25. Assimilation Accommodation Disequilibrium State of imbalance between Assimilation and Accommodation
- 26. Equilibration Equilibration Balance between assimilation and accommodation to create stable understanding (Equal) Assimilation Accommodation Translate incoming information into a form they can understand Adapt current knowledge structures in response to new experience Example: person always assimilated stimuli And never accommodated Result to: Unable to detect difference Example: The cow forever remain a dog Example: person always accommodate stimuli And never assimilate Result to: most things seen as different Result is Abnormal intellectual growth Equal Equilibrium Self-regulatory necessary mechanism necessary to ensure the developing child efficient interaction with the environment
- 27. Equilibration Process of moving from disequilibrium to equilibrium
- 28. Stimuli are “forced” to Fit the persons structure During assimilation Tail Fur Snout Paws Bark(woof,arf..) Spots Tail Horns Wide nose Udders hoves Fur Snout Paws Sounds as (moo) Accommodation Change force Schema That s cow New Stimuli
- 29. Birth Adulthood knowledge is constructed Assimilation Fits Accommodation change Four basic cognitive concept Schema Building block of knowledge Equilibration balance
Editor's Notes
- Developmental psychology,epistemology
- Piaget system for conceptualizing intellectual development was greatly influenced by his early training as biologist. He studied mollusks. There's a observation that theres a interaction between the mollusks with the environment. That every like all living organism, constantly adapt to changes in environment conditions. From this early work, Piaget came to believe that biological acts are acts of adaptation to the physical environment and organizations of the environment. (he also believe that the mind and body do not operate independently. Mental activity to the biological activity.ledhim to concetualize intellectual development. He saw as cognitive acts of organization of and adaptation to the environment. For piaget intellectual activity could not be separated from the “total”functioning of the organism.Intelectual functioning to be special form of biological activity.Intelelctual and biological activity are both part of the overall process by which an organism adapts to the environment and organize experience. A biologist, or biological scientist, is a scientist who studies living organisms, often in the context of their environment. Biologists involved in fundamental research attempt to explore and further explain the underlying mechanisms that govern the functioning of organisms. Biologists involved in applied research attempt to develop or improve more specific processes and understanding, in fields such as medicine, industry and agriculture. While "biologist" can apply to any scientist studying biology, most biologists research and specialise in specific fields. In this way, biologists investigate large-scale organism interactions (ecology), whole multicellular organisms, organs, tissues, cells, and small-scale cellular and molecular processes. Other biologists study less direct aspects of life, such as phylogeny and evolution. As with other scientists, biologists conduct research based on the scientific method, with hypothesis formation, experimentation and documentation of methodsand data. There are many types of biologists. Some work on microorganisms while others study multicellular organisms. There is much overlap between different fields of biology such as botany, zoology, microbiology, genetics and evolutionary biology, and it is often difficult to classify a biologist as only one of them. Many jobs in biology as a field require an academic degree. A Ph.D. or its equivalent is generally required to direct independent research, and involves a specialization in a specific area of biology. Many biological scientists work in research and development. Some conduct fundamental research to advance our knowledge of living organisms, including bacteria and other pathogens. This research enhances understanding and adds to the scientific database of literature. Furthermore, it often aids the development of solutions to problems in areas such as human health and the natural environment. These biological scientists mostly work in government, university, and private industry laboratories. Many expand on specialized research that they started in post-graduate qualifications, such as a PhD.
- To begin to understand the process of intellectual organization and adaptation as they were viewed by Piaget,4 basic cognitive concepts must be grasped they are These cognitive concept development occurs.
- Piaget believed that the mind has Structures much in the same way that the body does. Example our stomach, a structure that permits eating and digestion. Piaget used the word schema-are the cognitive mental structures by which individuals intellectually adapt to and organize the environment. Schemata-are the mental counterparts of biological means of adapting To help explain why children(all person)make rather stable responses to stimuli and account for many phenomena association with memory Schemata can be simplistically thought of as concepts or categories. Another analogy might be an index file in which each index card represents a schema. When a child is born ,it has view schemata(card on file) as child develops. His/her schema gradually become more generalized more differentiated and progressively more adult.Adults have many linds of schema.these schema are used to prcess and identify incoming stimuli. In this way the organism is able to differentiate between the stimulus events and to generalize Schema[edit] A Schema is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The original idea was proposed by philosopher Immanuel Kant as innate structures used to help us perceive the world.[35] A schema (pl. schemata) is the mental framework that is created as children interact with their physical and social environments.[36] For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive. At any age, children rely on their current cognitive structures to understand the world around them. Moreover, younger and older children may often interpret and respond to the same objects and events in very different ways because cognitive structures take different forms at different ages.[37] Piaget (1953) described three kinds of intellectual structures: behavioural (or sensorimotor) schemata, symbolic schemata, and operational schemata. Behavioural schemata: organized patterns of behaviour that are used to represent and respond to objects and experiences. Symbolic schemata: internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience. Operational schemata: internal mental activity that one performs on objects of thought.
- Another analogy might be an index file in which each index card represents a schema. When a child is born ,it has view schemata(card on file) as child develops.
- SCHEMA A CONCEPT IN WHERE A PERSON ORGANIZES AND INTERPRETS Another analogy might be an index file in which each index card represents a schema. When a child is born ,it has view schemata(card on file) as child develops. the schemata never stop changing or becoming more refined.The sensori-motor schemata of childhood develop into the schemata of aduldood. If you will inn a child head. At birth it contains only a few large cards on which everything is written. As the child develops more cards are necessary to contain the changing classifications.
- His/her schema gradually become more generalized more differentiated and progressively more adult. Adults have many cards of schema. These schema are used to process and identify incoming stimuli. In this way the organism is able to differentiate between the stimulus events and to generalize
- ssimilation »Learning to understand events or objects, based on existing structure. –Accommodation »Expanding understanding, based on new information. As an illustration
- Imagine a child walking down a country road with his father.
- Imagine a child walking down a farm. The father looks nearby and sees what adults call a cow. He says to his
- 1.One might say that a child hd experiences sees new things (coes)or sees old things
- Acc. Is the creation of the new schemata or the modification of ols schemata Both are forms of accomodationis the creation od new schemawhich he can place the stimulus will fit to it.
- Once accomodation has taken place, a child can try again to ass the stimulus .since the structure has changed the stimulus is readily assimilated . Assimilation is always the end product Schemata are constructed with experience
- If john always assimilate the cow forever remain as a dog The process pf accommodation and assimilation and accommodation are necessary for cognitive growth and developmet.of equal importance are ealative amounts of assimilation and accommodation that takes place .
- If john always assimilate the cow forever remain as a dog The process pf accommodation and assimilation and accommodation are necessary for cognitive growth and developmet.of equal importance are ealative amounts of assimilation and accommodation that takes place .
- Equilibrium is a state of balanse