KHA302 Lecture Notes - Lecture 5: Interference Theory, Imaginary Audience, Water Conservation
30 Jun 2018
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Developmental Lifespan week 5: KHA336
Piaget and stage theories: assumptions
Progress between stages:
Sensorimotor stage:
- Direct learning:
oPiaget argued the main mechanism for learning was through personal
experience: interaction with the environment
oChild actively responds to new problems using schemas: schemes
oSchema: systematic pattern of thoughts, actions, or strategies that
provides an organised structure for making sense of the world
Innate schemas: simple patterns of unlearned reflexes
Three things that we have an organized body of knowledge
about: series of related beliefs, attitudes, facts
Driving: bounded pieces of knowledge related to
behaviours and ideas, attitudes
Bounded sets of information: bigger than an attitude,
smaller than a theory
oDirect learning occurs through:
Assimilation: interpret/respond to new situation in terms of an
existing schema
Incorporate into existing knowledge
Assimilate a slightly new example of pre-existing
No need to re-structure model of the world
Schemas become more complex with age:
Accommodation change existing schema when faced with new
information that doesn’t fit
set of knowledge needs to change in order for it to work
begin to realize there are a number of additional
features that are not present in old schema
process of learning these are innate: hard wried to deal with
concepts in this was, this is adaptive
trying to formulate an internal model of the world that
enables us to interact effectively
adaption: integration of assimilation and accommodation
To maintain equilibrium
- Social transmission: another way children learn
oWhile emphasis was on direct learning, other routes were not ruled out
oInteraction with others, teaching
oSocial contact or observation of others (TV too)
Eg. The use of language eventually when learnt to talk
oIdea that Piaget and Vygotzky (emphasis is on different things, not a
dichotomy)
- Physical maturation:
oBiologically determined changes in physical and neurological
development: cognitive change
oMainly independent of experience: determined by genetic makeup
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oAt birth brain is not fully developed: structures may be complete, but
connections and functions are constantly improving
Eg. Working memory, retrieval from long term memory is
improving
o
- Sensorimotor period: 0-2 years of age
oInitially learning all through physical experience
oSensory and motor experience and co-ordination: object permanence
oInfancy and cognitive development:
Infants begin life thinking in terms of sensory perceptions and
motor actions
By doing things to and with the objects around them
Knowledge comes from action
Rather than abstract sets of symbols
Knowledge is seen as a process or repertoire of action, rather
than as stored information
oStage developed into six sub-stages: check slide for stages
Develops through the stages
Early reflexes
Primary circular reactions: taking reflexes and using them to
direct them toward objects they find interesting
Rather than genetically determined objects
Secondary circular reactions: learning about textures,
characteristics of objects from primary reactions
Exploring objects and their properties
Do we see the beginnings of object permanence
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Coordination of secondary schemes: making plans to act with
objects
Realization that I can interact with the world in order to
achieve a goal
Tertiary circular reactions: exploration and experimentation
Interacting in different ways to see if reactions are
alwas the same
Child may have internal hypotheses about reactions
Symbolic thought: playing with object where object can stand
for representation of something else
Reading books
Different symbols can be used to represent the same
thing (cannot read)
By stage 6, there is a transition
Symbolic thought developed: abstract thinking
oTransition from sensorimotor to next stage is object permanence
oDrawbridge experiment: 1985
3.5 months old
children were surprised when bridge continued when it should
have stopped because the object was in the way
assumptions made by experimenters
oMemory limitations:
Physical maturation means that children may not remember
properly
A not B task
As soon as there is a delay; not internal knowledge problem but
a storage problem
Hiding-retrieval
Errors disappeared if:
Delay under 2-3 seconds
Child allowed to stare at correct place until reaching
Hiding something behind a pillow a number of times, and then
changing- does the child know where the object is hidden
Not proactive interference, but competition:
Info about new hiding place of B stored in STM
Previously successful habit of reaching for A
Delay too long: influence of memory over behaviour is not
strong enough to hold back their habitual response
Need to learn to resist habitual response and use stored
information
oStudies suggest infants display variety of cognitive understanding
earlier than Piaget expected
oObject permanence occurs sooner
oMemory influences performance in many cognitive task
- Pre-operational: 2-6 years
oUse of language is the main difference
oSymbolic representation, egocentric world view, pretend play
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Three things that we have an organized body of knowledge about: series of related beliefs, attitudes, facts. Driving: bounded pieces of knowledge related to behaviours and ideas, attitudes. Bounded sets of information: bigger than an attitude: direct learning occurs through: smaller than a theory. Assimilation: interpret/respond to new situation in terms of an existing schema. Assimilate a slightly new example of pre-existing. No need to re-structure model of the world. Social transmission: another way children learn: while emphasis was on direct learning, other routes were not ruled out, interaction with others, teaching, social contact or observation of others (tv too) The use of language eventually when learnt to talk: idea that piaget and vygotzky (emphasis is on different things, not a dichotomy) Physical maturation: biologically determined changes in physical and neurological development: cognitive change, mainly independent of experience: determined by genetic makeup, at birth brain is not fully developed: structures may be complete, but connections and functions are constantly improving.
