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--- learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:02]
jpetrovic [Bibliography]
+++ learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:12]
jpetrovic [Criticism]
@@ Line 43: / Line 43: @@
 One of the criticisms of Piaget's theory lies on the fact that nor him or coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development.
-Still, as a border between preoperational period and operational period Piaget suggested conservation experiments. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational  period should realize both glasses hold equal amount of liquid.
+Still, as a border between preoperational period and operational period Piaget suggested conservation experiments. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational  period should realize both glasses hold equal amount of liquid. According to Piaget's theory, these stage differences cannot be overcome using any kind of training.
-According to Piaget's theory, the crossing between the stages cannot be overcome with any training, yet a number of experiments((For details see: ))
-Various criticisms of Piaget's work include:
-  * **Oversimplification of stages**/**underestimating abilities of children** - it has been shown that in some cases children can learn some concepts even before reaching a particular stage. Piaget's stages are therefore **not as distinct** as he assumed.
-  * **Unscientific method** - Piaget based his conclusions on observations of a rather small number of children who do **not** necessarily form **a statistically representative sample**.
-It is often considered that Piaget's **experiments weren't designed carefully enough** to exclude other explanations, that he offered to **little evidence** for his theory and that he didn't address important questions like **social and motivational influences** on cognitive development.
+But a number of experiments((For details see: [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The children's ability to learn is not so strictly defined by their current stage in accordance with Piaget's theory.
+As the result, Piaget's development stages were often considered to be **oversimplified** or **underestimating abilities of children**. Critics also sometimes considered that his **experiments weren't designed carefully enough** to exclude other explanations, that he offered to **little evidence** for his theory and that he didn't address important questions like **social and motivational influences** on cognitive development.
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