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--- learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:12]
jpetrovic [Criticism]
+++ learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:19]
jpetrovic [Criticism]
@@ Line 41: / Line 41: @@
 ===== Criticism =====
-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.
+A common criticism 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. According to Piaget's theory, these stage differences cannot be overcome using any kind of training.
-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.
+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 child's **ability to learn** (at least for conservation concepts) **is not so strictly defined by his current stage of cognitive development** in accordance with Piaget's theory.
-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 criticisms of Piaget usually emphasized that,
-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.
+  * his development stages were often considered to be **oversimplified** or **underestimating abilities of children**
+  * his **experiments** are considered **not to be designed carefully enough** to exclude other explanations,
+  * 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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