HD FS 229 Lecture Notes - Lecture 11: Apache Hadoop, Abstraction

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HDFS 229
Lecture 11
Piaget’s Cognitive-Developmental Theory
Constructivist Approach
Children are active participants in their learning
oExploration important to understand world
Construct their knowledge
oBuilding their schemas
oNeed active cognition
oActive engagement environment
Piaget’s Theoretical Basics
All aspects of cognition
Stages are invariant
oChildren need to go through stages in sequence
Stages are universal
oAll children go through all four stages
oOther culture studies say babies end in stage 3
No need for stage 4
Abstract thinking
Piaget wrong
oIndividual differences in rate (stages)
Maturation
oChildren will indicate when ready to learn/move to next level of learning
oAdults should never push child to learn next level before child shows
readiness
What is cognition/thought?
Parts of Cognition
Schemas
oPsychological structures
oDefinition:
Organized way of making sense of experience
oVariety of forms
oShift from motor-based to mentally based
Young children:
Constantly move bodies a lot
oEx: kicking schema
Experimenting with body
oDropping schema
Sit in high place and drop everything
oMental representations
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Document Summary

Children are active participants in their learning: exploration important to understand world. Construct their knowledge: building their schemas, need active cognition, active engagement environment. Stages are invariant: children need to go through stages in sequence. Stages are universal: all children go through all four stages, other culture studies say babies end in stage 3. Piaget wrong: individual differences in rate (stages) Maturation: children will indicate when ready to learn/move to next level of learning, adults should never push child to learn next level before child shows readiness. Organized way of making sense of experience: variety of forms, shift from motor-based to mentally based. Constantly move bodies a lot: ex: kicking schema. Sit in high place and drop everything: mental representations. Anything that is not a mental image. Examples: experimental concept of food, caregiver, near vs. far, hot vs. cold. Adaptation: process of learning, assimilation (use during equilibrium) Fit it in to a schema you already possess.

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