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University of Toronto St. George
John Vervaeke

Ivy Quach PSY210H1 th Lecture 4 – Jan 30 2012 1st Framework – Piagetian (Information Processing Branch) Performance Error vs. Competence Error (What you do) (What you can do) -Selection of processes -Not just memorizing (Subsection of competence) For example Drunk – performance error (slurred speech) - It’s not lack of competence, it is the error is in the competence and capabilities Systematic: Making mistakes over and over again Qualitative differences • Competence in learning • Came up with the qualitative change Idiosyncratic ???? What is Cognitive Structure: It is the structure that one uses to : • Order information and solve problems o Which is also the cause of the error Systemic Error • Reveals underlying competence • Cognitive schema is: o How kinds of information organize a set of information o Constraints on how information is organized, used and made sense of Performance- Change Competence-Ability to change Causation- reason for something to happen, “cause” Ex. Pushing over the chair in class Why did it happen? Reason: Someone pushed it, gravity, nothing, topping it Constraints-Order what’s possible to solve problem Ivy Quach PSY210H1 • Rules out some possible reason to make other explanations possible Constraint of Schema: Although it allows/ enables one the possibility to solve problem however its constrains include preventing and restricting you from doing another. Ex The Spatial Layout of the Candy Laying out the candy that is spaced out vs laying out candy of the same length but bundled together. • Schema depends on how you make/order things • The way things are presented affect the ordering and identification of schema: through making it more salient (Making it more obvious) o The Salience Problem Genetic Epistemology: Genesis of the product of learning Piaget questioned how do kids/ they construct order? He proposed the idea that how one solves the problem by approaching the use of different strategy, reveals how they construct order. Schema –Intelligence (Schema is therefore how one orders and applies the information learned) Piaget thought/ theorized that the purpose of development was for people to become like scientist. To think objectively, think and do things in a manner that test and manipulate things. His view-The Mind & Brain has development for the scientific world • No Scientific Backing = Underdevelopment Complexification of Schema occurs through the simultaneous process of: • Differentiating the part • Intergration Together As everything is built on top of each other, and with that there is: Overlap with more ability & functions Organization of Information 1) Adaptation • Makes it(information) fit into cognitive structure • Assimilation (Making sense of unorganized structure) Ivy Quach PSY210H1 Disadvantage: Leads you to distort information by mis-formulating a problem. This results from the you basing the problem off of w
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