Post on 26-Dec-2015
Developmental Theories of Developmental Theories of LearningLearning
Dr. K. A. KorbDr. K. A. Korb
University of JosUniversity of Jos
OutlineOutline
Overview of DevelopmentOverview of DevelopmentPiaget’s Stages of DevelopmentPiaget’s Stages of DevelopmentCase’s Central Conceptual StructuresCase’s Central Conceptual Structures
Dr. K. A. KorbUniversity of Jos
Jean PiagetJean Piaget
Brilliant SwissBrilliant Swiss PhD in biologyPhD in biology Job administering Job administering
intelligence tests to intelligence tests to children children Intrigued by Intrigued by
children’s mistakes children’s mistakes on teston test
Realized errors Realized errors were systematic were systematic and reflective of the and reflective of the child’s reasoningchild’s reasoning
Dr. K. A. KorbUniversity of Jos
AssumptionsAssumptions
A small number of mental structures are the A small number of mental structures are the basis for thinking in a variety of domainsbasis for thinking in a variety of domains
Children actively construct mental structures Children actively construct mental structures The nature of mental structures change as The nature of mental structures change as
children move to a new stage in developmentchildren move to a new stage in development Stage: Stage: Thinking and behavior in variety of Thinking and behavior in variety of
situations reflect the basic mental structuresituations reflect the basic mental structure Within a stage, the mental structures are in a state Within a stage, the mental structures are in a state
of equilibriumof equilibrium Disequilibrium forces children to change their Disequilibrium forces children to change their
mental structures and enter a new stage of mental structures and enter a new stage of developmentdevelopment
Dr. K. A. KorbUniversity of Jos
Characteristics of StagesCharacteristics of Stages Advancement to a new stage represents a Advancement to a new stage represents a
qualitative change in thinkingqualitative change in thinking Changes are abruptChanges are abrupt
Progress through stages in culturally Progress through stages in culturally invariant sequenceinvariant sequence
Each stage includes the cognitive structures Each stage includes the cognitive structures and abilities of the previous stageand abilities of the previous stage
Children progress through the stages in Children progress through the stages in exact orderexact order Individual differences in the rate of passing Individual differences in the rate of passing
through through stagesthrough through stages May not reach highest stageMay not reach highest stage
Dr. K. A. KorbUniversity of Jos
Piaget’s Stages of Piaget’s Stages of DevelopmentDevelopment
AgeAge
(in (in years)years)
Key CharacteristicKey Characteristic
SensorimotorSensorimotor 0-20-2 Thinks via sensesThinks via senses
Pre-Pre-OperationalOperational
2-72-7 Can use mental Can use mental symbolssymbols
Thinks Thinks unidirectionallyunidirectionally
EgocentricEgocentric
Concrete Concrete OperationsOperations
7-117-11 Thinks concretelyThinks concretely
ReversibilityReversibility
Formal Formal OperationsOperations
11+11+ Thinks abstractlyThinks abstractly
Dr. K. A. KorbUniversity of Jos
SensorimotorSensorimotorStageStage
Sensorimotor: Sensorimotor: Understand the Understand the environment from physical actions environment from physical actions
Reflexes become more adaptive as Reflexes become more adaptive as infants learn to apply movements to infants learn to apply movements to novel situationsnovel situationsBehave in goal-directed mannerBehave in goal-directed manner
A-not-B errorA-not-B error
Dr. K. A. KorbUniversity of Jos
Sensorimotor StageSensorimotor Stage
From 0;2(3), Laurent evidences a circular reaction From 0;2(3), Laurent evidences a circular reaction which will become more definite and will constitute which will become more definite and will constitute the beginning of systematic grasping; he scratches the beginning of systematic grasping; he scratches and tries to grasp, lets go, scratches and grasps and tries to grasp, lets go, scratches and grasps again, etc. On 0;2(3) and 0;2(6) this can only be again, etc. On 0;2(3) and 0;2(6) this can only be observed during feeding. Laurent gently scratches his observed during feeding. Laurent gently scratches his mother’s bare shoulder. But beginning 0;2(7), the mother’s bare shoulder. But beginning 0;2(7), the behavior becomes marked in the cradle itself. Laurent behavior becomes marked in the cradle itself. Laurent scratches the sheet which is folded over the blankets, scratches the sheet which is folded over the blankets, then grasps it and holds it a moment, then lets it go, then grasps it and holds it a moment, then lets it go, scratches it again and recommences without scratches it again and recommences without interruption.interruption.
Quoted from Piaget (1936, as cited in Miller, 2002)Quoted from Piaget (1936, as cited in Miller, 2002)
Sensorimotor Stage:Sensorimotor Stage:Object PermanenceObject Permanence
Object Permanence:Object Permanence: Object exists even Object exists even when one cannot sense itwhen one cannot sense it Phase 1: If an object disappears, will not search Phase 1: If an object disappears, will not search
for itfor it Phase 2: Only search for object if partially Phase 2: Only search for object if partially
hidden or the object is taken while the child hidden or the object is taken while the child was engagedwas engaged
Phase 3: A-not-B ErrorPhase 3: A-not-B ErrorWill search for an object in its first hiding spotWill search for an object in its first hiding spot
Phase 4: Continue to search for an object until Phase 4: Continue to search for an object until it is foundit is found
Dr. K. A. KorbUniversity of Jos
Pre-Operational StagePre-Operational Stage
Children enter the Pre-Operational stage Children enter the Pre-Operational stage when they acquire Object Permanencewhen they acquire Object Permanence Reflects the ability to mentally represent objectsReflects the ability to mentally represent objects
Pre-Operations:Pre-Operations: Use symbols to represent Use symbols to represent objects and eventsobjects and events
Egocentrism:Egocentrism: Incomplete differentiation of Incomplete differentiation of self and the worldself and the world Difficulty taking another person’s points of viewDifficulty taking another person’s points of view ““Americans are stupid. If I ask them where the Americans are stupid. If I ask them where the
rue du Mont-blancrue du Mont-blanc is, they cannot tell me.” is, they cannot tell me.” Unidimensionality:Unidimensionality: Focus only on one Focus only on one
dimension of a problemdimension of a problem
Dr. K. A. KorbUniversity of Jos
Concrete Operational StageConcrete Operational Stage
Conservation: Conservation: Physical properties of an object stay Physical properties of an object stay the same despite superficial changes in appearancethe same despite superficial changes in appearance Performance on the conservation tasks reflects the Performance on the conservation tasks reflects the
presence or absence of mental operationspresence or absence of mental operations Mental operation:Mental operation: Internalized mental action on an object Internalized mental action on an object
or eventor event
Dr. K. A. KorbUniversity of Jos
Concrete Operational StageConcrete Operational Stage
Concrete Operations: Concrete Operations: Perform Perform mental operations on mental operations on concrete objectsconcrete objects
Children understand:Children understand:Reversibility:Reversibility: Operations are reversible Operations are reversible
and the object will keep the same and the object will keep the same properties despite transformationsproperties despite transformationsIf pour the water back into the original glass, If pour the water back into the original glass,
there will be the same amountthere will be the same amountClass inclusion:Class inclusion: One category can be One category can be
included in anotherincluded in another
Dr. K. A. KorbUniversity of Jos
Class InclusionClass Inclusion
E: What is your nationality?E: What is your nationality?C: I am SwissC: I am Swiss
E: How come?E: How come?C: Because I live in SwitzerlandC: Because I live in Switzerland
E: Are you also Genevan?E: Are you also Genevan?C: No, that is not possible. I am already C: No, that is not possible. I am already
Swiss, I cannot also be Genevan.Swiss, I cannot also be Genevan.
Quoted from Miller (2002)Quoted from Miller (2002)
Formal Operational StageFormal Operational Stage
Formal operations:Formal operations: Mental operations are Mental operations are not limited to concrete objects but can also not limited to concrete objects but can also be applied to verbal logical statementsbe applied to verbal logical statements
Children can think abstractlyChildren can think abstractly What would have happened if the British had not What would have happened if the British had not
colonized Nigeria?colonized Nigeria? Plan a systematic approach to solving a Plan a systematic approach to solving a
problem problem Determine which mixture of five colorless liquids Determine which mixture of five colorless liquids
produces a yellow colorproduces a yellow color
Dr. K. A. KorbUniversity of Jos
Critique of PiagetCritique of Piaget
Characteristics of StagesCharacteristics of Stages Each stage is a qualitative change in cognitionEach stage is a qualitative change in cognition
Catastrophe Theory:Catastrophe Theory: Sudden changes in cognition Sudden changes in cognition may actually represent a gradual progressionmay actually represent a gradual progression
Progress through stages in culturally invariant Progress through stages in culturally invariant sequencesequence
Not all cultures reach Formal OperationsNot all cultures reach Formal OperationsMost adults rarely apply Formal Operations thinkingMost adults rarely apply Formal Operations thinking
Each stage includes the cognitive structures Each stage includes the cognitive structures and abilities of the previous stageand abilities of the previous stage
Egocentrism: Children asked to describe one picture Egocentrism: Children asked to describe one picture from a group so well that another child can select the from a group so well that another child can select the described picture (Siegler 1986)described picture (Siegler 1986)
Many Concrete Operations children fail this taskMany Concrete Operations children fail this task
Dr. K. A. KorbUniversity of Jos
Conclusion of PiagetConclusion of Piaget
Contributions of PiagetContributions of PiagetChildren think differently than adultsChildren think differently than adultsFocus on children’s cognitionFocus on children’s cognition
Main research questions:Main research questions:What mental processes cause children What mental processes cause children
to think differently than adults?to think differently than adults?How do children represent their How do children represent their
environment?environment?
Dr. K. A. KorbUniversity of Jos
Robbie CaseRobbie Case
Similar to PiagetSimilar to PiagetAssumption that children develop in Assumption that children develop in
stagesstagesDevelop more sophisticated mental Develop more sophisticated mental
structures in each stagestructures in each stageDifferent from PiagetDifferent from Piaget
Case incorporated elements of Case incorporated elements of Information Processing Theory into the Information Processing Theory into the stagesstages
Dr. K. A. KorbUniversity of Jos
Robbie CaseRobbie Case
Advancement to a new stage is the result of Advancement to a new stage is the result of increased capacity in working memoryincreased capacity in working memory Increased efficiency by automatizing processesIncreased efficiency by automatizing processes Brain maturation increases working memory Brain maturation increases working memory
capacitycapacity Each stage is represented by a different Each stage is represented by a different
central conceptual structurecentral conceptual structure Central Conceptual Structures: Central Conceptual Structures: Mental Mental
network of concepts used to represent and network of concepts used to represent and assign meaning to problemsassign meaning to problems
Apply within culturally defined domainsApply within culturally defined domains
Dr. K. A. KorbUniversity of Jos
Central Conceptual Structure:Central Conceptual Structure:NumbersNumbers
From Case (1996)
Predimensional Stage
Central Conceptual Structure:Central Conceptual Structure:NumbersNumbers
From Case (1996)Unimensional Stage
ItemItem 6 6 yearsyears
8 years8 years 10 10 yearsyears
UnidimensionalUnidimensional
1 number after 71 number after 7 1.001.00 .95.95 1.001.00
Count forwardCount forward .85.85 1.001.00 .95.95
Count backwardCount backward .85.85 1.001.00 1.001.00
OverallOverall .89.89 .97.97 .99.99
BidimensionalBidimensional
Four numbers before 60Four numbers before 60 .30.30 .70.70 .90.90
Which is bigger: 69 or 71Which is bigger: 69 or 71 .35.35 .75.75 .75.75
How many in between 7 and 9How many in between 7 and 9 .25.25 .75.75 .90.90
OverallOverall .28.28 .66.66 .86.86
Integrated BidimensionalIntegrated Bidimensional
Nine numbers after 999Nine numbers after 999 .15.15 .25.25 .50.50
Which difference is bigger: 9 and 6 or 8 Which difference is bigger: 9 and 6 or 8 and 3?and 3?
.00.00 .25.25 .50.50
How much is 36-19?How much is 36-19? .00.00 .25.25 .65.65
OverallOverall .04.04 .24.24 .49.49From Okamoto & Case (1996)
Central Conceptual Central Conceptual StructuresStructures
Case’s stagesCase’s stages Predimensional:Predimensional: Two independent schemas of Two independent schemas of
quantityquantity Non-numerical, CountingNon-numerical, Counting
Unidimensional:Unidimensional: Merged schemas, but Merged schemas, but represent on one dimensionrepresent on one dimension
Bidimensional:Bidimensional: Can compare two mental Can compare two mental number lines togethernumber lines together
Integrated Bidimensional:Integrated Bidimensional: Generalize Generalize relationships to entire number systemrelationships to entire number system
Through developmentThrough development Children consider more elementsChildren consider more elements Elements become more organized into a Elements become more organized into a
structurestructure
Dr. K. A. KorbUniversity of Jos
Domains of ThoughtDomains of Thought
Numerical:Numerical: Counting and non- Counting and non-numerical representationnumerical representation
Social:Social: Theories of mind and scripts Theories of mind and scripts of the sequence of eventsof the sequence of events
False belief taskFalse belief task
Spatial:Spatial: Represent a 3D object on Represent a 3D object on paper and represent the relative paper and represent the relative locations of objectslocations of objects
Dr. K. A. KorbUniversity of Jos
Implications for InstructionImplications for Instruction
The learning environment should The learning environment should support the stage where the learner support the stage where the learner is atis at
Interaction with peers fosters Interaction with peers fosters cognitive developmentcognitive development
Provide a learning situation in which Provide a learning situation in which the child experiences disequilibriumthe child experiences disequilibrium
Dr. K. A. KorbUniversity of Jos
Developmental OverviewDevelopmental Overview
Learning Outcomes: More advanced cognitive structures that assist in thinking and accurately representing the environment
Role of the Learner: Actively develop cognitive structures; Experience disequilibrium
Role of the Instructor: Ask probing questions to illustrate the inconsistencies in children’s thinking
Inputs for Learning: Concrete materials to manipulate; Cognitive conflicts that prompt disequilibrium
Process of Learning: Progression through stages of cognitive development
Dr. K. A. KorbUniversity of Jos
RevisionRevision
Describe Piaget’s four stages of Describe Piaget’s four stages of cognitive development.cognitive development.What teaching modifications should you What teaching modifications should you
make for each stage?make for each stage?Describe Case’s four stages of Describe Case’s four stages of
cognitive development.cognitive development.What teaching modifications should you What teaching modifications should you
make for each stage?make for each stage?
Dr. K. A. KorbUniversity of Jos