Hi Class,
Please comment on the following:
1. Briefly describe Piaget's Theory of Cognitive Development.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
3. Give three learning strategies each on how you can help your students' encode, store and retrieve information.
Doc Raqui
Please comment on the following:
1. Briefly describe Piaget's Theory of Cognitive Development.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
3. Give three learning strategies each on how you can help your students' encode, store and retrieve information.
Doc Raqui
item nu 1.
ReplyDeletePiaget's Cognitive Theory of Development is described as a process of development where in the child under go series of steps in development as he grow. He said that there are four steps 1. Sensorimotor Stage - where in the infant think with action, that he can carry on a series of displacements, of shifting data about, but only in his actions and not in his mind. And that infants when exposed to certain actions would tend to strive more in order to learn more about the particular experience. 2. Pre-operational Stage- refers to the stage where in the infant action is not logical from an adults perspective, that this happens between the age of four to seven. 3. Concrete Operational Stage - happens between seven to eleven years old where in the child assimilates information from his actions and accommodates mental structures to the new information, thinking and processes changes. 4. Formal Operational - which is the final stage begins from eleven to twelve years old and continues through out adulthood where in abstract reasoning is the hallmark of the formal operational stage where in the child uses reasoning and consider all things when making judgement or formulating an idea or thinking.
item nu 2.
DeleteWith regard to Information Processing, this is different from Piaget's theory because it involves code, store and retrieval of information. That there is such thing as a short term memory and long term memory. This theorized that short term memory refers to information stored in the mind for a short period of time while the long term memory refers to the information is stored in the brain for a very long period of time. And this is greatly influenced on how the information was coded, stored in the brain and how it will be retrieved for future use.
item number 3.
Delete1. We may use associating of the information with familiar things around us. Like for instance when we are trying to remember things like characters in a book, we may use the people around us to remember the characters in the book by naming the people around us. (ex. Our parish priest as padre Damaso, me as Crisostomo Ibarra)
2. The use of familiar tune while memorizing a pharagraph or information. please take note that we may sing the "Lupang Hinirang" but can't easily write it with out singing it.
3. The use of codes while memorizing. Like for instance memorizing the Domains of Learning : 1. Cognitive 2. Appetitive 3. Psychomotor where in we can use the code "C A P" to easily remember the data.
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ReplyDelete1. Jean Piaget concerned with children, rather than all learners. It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors. It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc. The goal of the theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses.
ReplyDeleteTo explain his theory, Piaget used the concept of stages to describe development as a sequence of the four following stages:
Sensory-Motor Stage 0-2 Object permanence
Preoperational stage 2-6 Egocentrism
Stage of Concrete Operations 6-11 Own perspective or perception (3V’s)
Stage of Formal Operations 11-up Rules
2. Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible and desirable to study the internal mental / meditational processes that lie between the stimuli (in our environment) and the response we make.
It also assumes that: information made available by the environment is processed by a series of processing systems (e.g. attention, perception, short-term memory); these processing systems transform or alter the information in systematic ways; the aim of research is to specify the processes and structures that underlie cognitive performance; information processing in humans resembles that in computers.
For example, the eye receives visual information and codes information into electric neural activity which is fed back to the brain where it is “stored” and “coded”. This information is can be used by other parts of the brain relating to mental activities such as memory, perception and attention. The output (i.e. behavior) might be, for example, to read what you can see on a printed page.
Hence the information processing approach characterizes thinking as the environment providing input of data, which is then transformed by our senses. The information can be stored, retrieved and transformed using “mental programs”, with the results being behavioral responses.
3.
a. I will use mnemonics for them to easily memorize the words. ex. in music we have 5 lines and 4 space to make a staff.the 4 space correspond to the letters "F-A-C-E"/ Father Always Come Early. through this they can recall the letter names for each lines and spaces.
b. i will integrate the kinds of notes to a chant and do some action which they can imitate.
c. I will compare the "Rest" to the "Notes" in order for them to see the similarity between the two. e.g. Half rest=Half note the value is 2. the value of the note is still the same and names varies whether it's a note or rest.
1. Jean Piaget’s Cognitive Development Theory focuses on the development of a child’s mental capacities and reasoning. To explain further his theory, he developed four stages under the cognitive development as follows:
ReplyDeleteSensory motor (0-2 years old) – during this stage, children learn through their senses and motor skills. They are only aware on what is directly in front of them - meaning, they just focus on what they see and what they are doing. A sign that the memory is developing in this stage is the object permanence or knowing that something exists though it can’t be seen.
Pre-operational (2-6 years old) – in this stage, children are able to think but not as logical as compared with the adults. Children’s way of thinking is egocentric during this stage.
Concrete Operations (6-11 years old) – child’s logical and concrete reasoning is demonstrated in this stage. Their thinking becomes less egocentric.
Formal Operations (11 year and onwards) – in this stage, children became thinking logically and systematically. They were now able to use and apply different concepts, rules and idea.
2. Human Information Processing is different from Piaget’s Theory of Cognitive Development since it deals with how people encode, store and retrieve information. According to Information Processing, humans have two kinds of memory – the long-term and the short-term which affect the capacity of a certain individual to encode, store and retrieve information.
3. We may use mnemonics in order for the learner’s to easily memorize things. For instance, when asked about the arrangement of the planets in the terms of its closeness to sun, we can easily answer this by remembering Mang Victor Espiñoza Mag-Jogging Sa Umaga Nang Pumayat ka or simply M-V-E-N-J-S-U-P which stands for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.
Another way is putting into action what we have learned. Learners can use dramatization or role playing so that they will remember a certain topic or idea.
Also, we can use imagery or photographs since some of the children are visual learners.
1. Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. He developed developmental stage theory but, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience.
ReplyDeletePiaget's four stages of cognitive development are:
a. Sensorimotor stage – 0-2 years old. Infants are only aware of what is immediately in front of them. They focus on what they see, do, and physical interactions with their immediate environment.
b. Preoperational stage – 2 – 6 years old. Young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, but their thinking is based on intuition and still not completely logical. They cannot yet grasp more complex concepts such as cause and effect, time, and comparison.
c. Operational stage – 6 – 11 years old. At this time, elementary-age and preadolescent children demonstrate logical, concrete reasoning. Children's thinking becomes less egocentric and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality.
d. Formal operational stage – 11 years old and continues throughout adulthood. Adolescents who reach this fourth stage of intellectual development are able to logically, use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities.
2. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. He also claimed that cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment.
His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities.
Piaget believed that as children grow and their brains develop, they move through four distinct stages that are characterized by differences in thought process. In his research, he carefully observed children and presented them with problems to be solved related to object permanence, reversibility, and deductive reasoning.
3. There are three main ways in which information can be encoded, through visual or picture, acoustic or sound, and semantic or meaning. I can help my students in encoding information like for example I like them to remember a formula for math equation, I will ask my students to repeat the formula numerous times to their self for in this way they are using acoustic coding or by encoding through sound.
Storage of information is concern with how long will the memory lasts. I can help my students by for example incorporating their favorite song with the lesson, in this way they would always remember the things that I thought them whenever they hear the song.
Organizing information can help in the retrieval, if for example I would like my students to memorize a certain group of plants together with their corresponding scientific name, I will arrange the name of the plants alphabetically, then asked to recall the forth word on the list, the student will go through the list in the order they heard it in order to retrieve the information properly.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeletePiaget’s theory of cognitive development describes the stages of development that each individual will undergo to learn about his / her environment and how he will need to adapt to the environment as his/ her mental processes improve.
The stages of development according to Piaget are sequentially presented as:
1. Sensorimotor stage 0-2 years old – it is directly stated that the SENSORY organs---eyes, ears, nose, tongue, skin--are active to pick up the stimuli and use the MOTOR---to MOVE towards the object. During the first months, when the child doesn’t see an object, it isn’t there. If he doesn’t hear the sound, it isn’t there. By the end of the 6th month, the child develops OBJECT PERMANENCE---if they don’t see the object, they believe that it is still there. Hence, if you hide a teddy bear behind a pillow, even though they don’t see it, they believe it is still there. That’s why they will remove the pillow to look for the teddy bear behind it.
2. Pre-operational stage 2-6 years old – After exploring the world through the use of their senses, they continue to connect to the world as they accelerate their communication abilities---language development lies at the core of this stage. But the adult level analytical skills are still beyond their domain since they are more of intuitive and imaginative rather than logical and critical in their mental process. They are egocentric which means that they are aware of their own perspective but have some difficulty processing perspectives from another person’s point of view.
3. Concrete operations – 6-11 – They move away from their egocentrism and learn to see ideas from other people’s perspectives. The thinking process is more logical with the ability to analyze concepts---cause and effect---that enables them to reason logically. However, the capacity to understand abstract ideas is still an area of improvement for them.
4. Formal operations – 11- adulthood – This is the time that they are able to form abstract ideas. Their reasoning ability has transcended to a higher order of thinking empowering them to form opinions, arguments and models of analysis that weren’t utilized in the earlier stage of cognitive development.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
Information processing theory is more of mechanistic as it views the individual as machines—computers with built-in CPUs that acquires information from its external environment. The information is then stored---information that influences the response of the individual to its surroundings.
Simply put, the individual is a computer with inputs from the environment. These inputs are then processed by the individual to create an output—which is his/her personality, or, to be specific, his /her cognitive make-up.
Piaget’s theory is more of organismic, and even humanistic---the child develops some characteristics even WITHOUT AN INPUT---a stark contrast with the IP theory. We don’t need to teach the child about object permanence---it simply happens. We don’t need to teach the child to move away from egocentrism---it simply happens.
This is how different these theories are from one another. Consequently, these theories may complement each other---but that’s another story.
3. Give three learning strategies each on how you can help your students' encode, store and retrieve information.
LEARNING COLORS
1. Encode – Show a color, Say the name of the color
2. Store – Encourage them to imagine the colors learned
3. Retrieve – Show them the color, Let them say the color
LEARNING MUSIC
1. Encode – Sing a song
2. Store – Encourage them to imagine the music heard
3. Retrieve – Let them sing the song that you sung
LEARNING ‘HANDWASHING’
1. Encode – show them how to wash your hands properly
2. Store – Encourage them to imagine washing their hands the right way
3. Retrieve – Let them show you the proper way to wash their hands
1. Piaget divided cognitive development into four broad, cumulative stages. The concept of a fixed sequence or order of stages is called ORDINALITY. According to Piaget, every child must passed each developmental stages in the same order. Piaget theory of development starts with INNATE REFLEXES. Children are born with certain reflexes that allow them to interact with the environment. Piaget believes that intelligence develops as the human organism carries on transaction upon objects or events in the environment
ReplyDelete*Sensory motor (0-2 years old)
Pre-operational (2-6 years old)
Concrete Operations (6-11 years old)
Formal Operations (11 year and onwards)
2. Human Information Processing is different from Piaget’s Theory of Cognitive Development since it focuses on how people accumulate and reclaim the information that is being provided which also highlighted the long and short term memory capacity of individual
3. we can provide mnemonics so that they can easily remember the information. they can also put hymn or make it a chant so that it is much easier to remember or provide some photographs or colored photos that is very eye catching
1) Piaget's stages of cognitive development describe the intellectual development of children from infancy to early adulthood. Piaget believed that children are not less intelligent than adults, they simply think differently.
ReplyDeleteThe Sensorimotor Stage
The sensorimotor stage can be divided into six separate substages that are characterized by the development of a new skill.
The Preoperational Stage
This stage is characterized by an increase in playing and pretending. Characteristics of this stage include egocentrism and difficulty understanding conservation.
The Concrete Operational Stage
During this stage, children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
The Formal Operational Stage
During this stage of cognitive development, skills such as logical thought, deductive reasoning, and systematic planning begin to emerge.
2) Human Information Processing is different from Piaget’s Theory of Cognitive Development because it is compared to a human mind to a computer. It focuses on how people receive, store, integrate, retrieve, and use information.
3) 3 ways information can be encoded is by, mnemonics in order for the learner’s to easily memorize things. Reviewing notes or comparing notes, fill in gaps, discuss the meaning and purpose of the lecture. Although this might be maintenance rehearsal done alone, in a group, practice exams, make up questions This is a check on deep processing and a rehearsal opportunity.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteAnswer:
Piaget's Theory of Cognitive Development is about how we learn. In this theory, Piaget believed that we go through 4 stages of cognitive growth as we reach a certain age.
The following are the stages:
1. Sensorimotor Stage (Birth to 2 Years) - Infants learn through senses . They learn that things continue to exist even though they cannot be seen (object permanence).
2. Preoperational Stage (2 to 7 Years) - Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
3. Concrete Operational Stage (7 to 11 Years) - Thinking becomes more logical and organized, but still very concrete.
4. Formal Operational Stage (12 and Up) - At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
Answer:
Information processing is more on learning by sensory registration and goes through a process of encoding, storage and retrieval. It means learning occurs as one encounters new information and processes it. In processing new information, this learning may be stored in their short-term memory or long-term memory. However, Piaget's Cognitive Theory of Development is a kind of learning that occurs naturally unlike the Information Processing Theory. Naturally in the sense that a child grows and reaches a particular stage of cognitive development as he/she reaches a particular age. It doesn’t deal with the influence of new information in learning but of mental growth.
3. Give three learning strategies each on how you can help your students' encode, store and retrieve information.
Answer:
I could refer to Dale’s cone of experience. According to Dale’s cone of experience, the least effective method is at the top of the cone. It involves learning from information presented through verbal symbols, i.e., listening to spoken words. This is simply the process of encoding. The most effective methods are at the bottom of the cone which involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represent reality or the closet things to real, everyday life. This is a good way for learners to store information not only for a short period of time, but for a long time. They retrieve the information by doing the bottom of the cone through modeling, dramatization and other activities which bring them closer to real life.
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ReplyDelete1. Piaget’s Theory of Cognitive Development illustrates the stages of normal intellectual development, from infancy through adulthood. Piaget's four stages of intellectual (or cognitive) development are:
ReplyDelete• Sensori-motor. Birth through ages 18-24 months.
• Preoperational. Toddlerhood (18-24 months) through early childhood (age 7).
• Concrete operational. Ages 7 to 12.
• Formal operational. Adolescence through adulthood.
Cognitive development always follows this sequence, and that each stage is marked by new intellectual abilities and a more complex understanding of the world.
2. Piaget’s Theory of Cognitive Development suggests that development occurs through four distinct stages unlike the Information Processing Theory which leans towards a more continuous pattern of development.
3. Visual – associating information through a visual image can be an effective strategy or let the students create their own image of a certain information.
Mnemonics – creating a code or formula is also helpful.
Tune – putting tune to a lesson helps the students remember better, more people can remember a particular information by singing and not by reciting.
1. Piaget's theory explains cognitive development by having the four stages. First, sensory-motor (0-2 years old) states that a child learn through using senses. Through object permanence, a child's perception will always be in the form of automatically associating experiences.
ReplyDeletePre-operational Concerete During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment.
Operational Formal During this stage, young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe.
Formal Operational Adolescents who reach this fourth stage of intellectual development are able to logically use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice.
2. Information processing suggests that cognitive development is attributed to a computer process in which there will be a simulation of perception (encode), storage, and retrieval. Piaget's Theory of development goes beyond information processing by instigating that human beings develop and construct ideas and information beyond these processes.
3. An individual can learn effectively using association, recency, learn by practice, mnemonics, using music a tool of storing memorization, and through constant studying.
catherine, al rajih and allan fernando! I did not read your comment on this blog!
ReplyDelete