Download Neo-Piagetian Theories of Cognitive Development: by A. Demetriou PDF
By A. Demetriou
Educationalists espoused Piaget's concept of cognitive improvement with enthusiasm within the past due 1960's. on account that then even if, Piaget's versions were greatly criticised and feature fallen out of favour. The Neo-Piagetians, as they've been dubbed, try to guard the simplest of conventional Piagetian principles and mix them with the result of contemporary empirical examine. during this assortment, a global array of the world's major students exhibit how new learn and various learn traditions may be reconciled with lots of Piaget's types to supply necessary insights into a few of the difficulties confronted by way of researchers in academic settings.
Read or Download Neo-Piagetian Theories of Cognitive Development: Implications and Applications for Education (International Library of Psychology) PDF
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Sample text
Is this just a ‘better’ relational response than an infant’s, or is it qualitatively different? It is suggested that the latter is the case: such qualitative differences in performance, apparently homogeneous modally speaking, do not utilize just one mode; adults draw upon higherorder modes in order to augment their performance in lower-order modes (see next section).
Disagreement exists, however, on the nature of the organization of the levels, their content specificity, and on the mechanism of generalizing to the next stage. MODES OF REPRESENTING REALITY The basis of the present theory is that the modes of representing reality form the basis of the developmental stages, with four stages postulated up to late adolescence, and a fifth, postformal, stage sometimes appearing towards adulthood (Fischer and Silvern 1985). Later modes are suggested not to replace their predecessors in the ontogeny of the individual, as do Piagetian stages, but to coexist with them, thereby greatly expanding the cognitive repertoire of the mature adult as compared to that of the young child.
This perspective removes the helplessness of the wait-and-leap strategy that stems from the context-neutral approach to cognitive structure and affirms the developmental value of the everyday activities of both teachers and learners. The conceptual and methodological tools derived from the context-embedded framework of skill theory can provide educators with options for understanding and intervention in place of the helpless prescriptions of the context-neutral perspectives on developmental education.