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learning_theories:stage_theory_of_cognitive_development [2011/04/12 10:51] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/04/12 11:37] jpetrovic [Criticism] |
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===== Criticism ===== | ===== Criticism ===== | ||
- | 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. | + | 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. |
- | 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. | + | {{ :images:conservation.jpg?400x320|Number conservation and quantity conservation experiments.}} |
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+ | Sometimes as a border between preoperational period and concrete-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. | ||
+ | |||
+ | But although acording to Piaget's theory, these stage differences cannot be overcome using any kind of training, 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. | ||
As the result criticisms of Piaget usually emphasized that, | As the result criticisms of Piaget usually emphasized that, | ||
- | * his development stages were often considered to be **oversimplified** or **underestimating abilities of children** | + | * his development stages are **oversimplified** or **underestimating abilities of children** |
- | * his **experiments** are considered **not to be designed carefully enough** to exclude other explanations, | + | * his **experiments** were **not designed carefully enough** to exclude other explanations, |
* he offered to **little evidence** for his theory, and 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. | * he didn't address important questions like **social and motivational influences** on cognitive development. |