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--- learning_theories:stage_theory_of_cognitive_development [2011/04/12 11:13]
jpetrovic [Criticism]
+++ learning_theories:stage_theory_of_cognitive_development [2011/04/13 08:42]
jpetrovic [Read more]
@@ Line 23: / Line 23: @@
   * **Constructivism** - Piaget was a constructivist theorist suggesting children **construct** their knowledge through **interaction of their biological predispositions with their experience**. **Active self-discovery** of rules underlying current concepts and outcomes is the key to learning.
+These assumptions made Piaget believe that learning using tutoring procedures was ineffective, and that constructive learning should provide much better results. Still, research has soon shown that both assumptions were generally incorrect.
 ===== What is the practical meaning of stage theory of cognitive development? =====
@@ Line 39: / Line 40: @@
 ===== 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.
+{{  :images:conservation.jpg?400x320|Number conservation and quantity conservation experiments.}}
-{{:images:conservation.jpg|}}
+One of the suggested ways of measuring the border between preoperational and concrete-operational period Piaget suggested were **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.
-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 according 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.
-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.
+Experiments have also shown that other methods of teaching including tutoring or social learning through observation were at least as successful as learning by self-discovery.
 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,
+  * nor him or his coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development,
+  * his **experiments** were **not 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.
@@ Line 75: / Line 77: @@
 Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001.
-Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.
+[[http://books.google.hr/books?id=3oI9AAAAIAAJ&printsec=frontcover&dq=The+essential+Piaget&hl=hr&ei=dUWlTZTZG8jGtAa7hY2TCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.]]
 Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996.

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