By Sergio Morra, Camilla Gobbo, Zopito Marini, Ronald Sheese
Tying jointly nearly 4 a long time of neo-Piagetian learn, Cognitive improvement offers a unique serious research and a comparability of techniques throughout neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist method of cognitive improvement, are vast in scope, and imagine that cognitive improvement is split into phases with qualitative transformations. not like Piaget, although, they outline the expanding complexity of the levels in keeping with the child’s info processing method, instead of when it comes to logical homes. This quantity illustrates those features and evidences the fascinating probabilities for neo-Piagetian learn to construct connections either with different theoretical methods resembling dynamic platforms and with different fields equivalent to mind technological know-how. the outlet bankruptcy offers a old orientation, together with a severe contrast among the "logical" and the "dialectical" Piaget. In next chapters the most important theories and experimental findings are reviewed, together with Pascual-Leone's concept of confident Operators, Halford's structuralist idea, Fischer's dynamic structures method of talents, Case's conception of valuable Conceptual buildings, Siegler’s microgenetic method, and the proposals of Mounoud and Karmiloff-Smith, in addition to the paintings of others, together with Demetriou and de Ribaupierre. The interrelation of emotional and cognitive improvement is mentioned largely, as is appropriate non neo-Piagetian examine on details processing. the applying of neo-Piagetian study to quite a few themes together with kid's challenge fixing, psychometrics, and schooling is highlighted. The booklet concludes with the authors' perspectives on chances for an built-in neo-Piagetian method of cognitive improvement.
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Additional info for Cognitive Development: Neo-Piagetian Perspectives
Example text
In particular, three modes of representation develop in the course of early childhood: 1. Enactive representation, characterized by actions, constitutes a way to represent past events by means of appropriate motor responses. The knowledge is procedural and consists in actions required by the environment and in manipulations of the environment. The ability to reflect on this knowledge is minimal. 2. Iconic representation constitutes a way of processing the world by means of images. Iconic representation is analogical and, in contrast to language, is not arbitrary: given an image, one can recognize the associated object, which is not the case with a word.
It is in this wide sense that we refer to strategies. Specific strategies for carrying out tasks in diverse settings have been identified and studied with respect to their development in children. The idea of these studies has been to determine whether differences of strategy or of strategy regulation can explain developmental differences in children’s performance. Certainly among the first to begin work in this area was Bruner, who, considering cognition as a product of the tools made available by culture, initiated a fruitful line of research on strategies and errors in reasoning (Bruner, Goodnow, & Austin, 1956; Bruner, Olver, & Greenfield, 1966).
Metacognitive ability, like cognitive ability, is not an all-or-none phenomenon. A child can display early control abilities such as glancing every so often toward the place where an experimenter has hidden an interesting object to be retrieved later (Wellman, 1983), but not be able to say what to do in order to remember to take an object to school the next morning. 10 These few examples suffice to highlight some important points from cognitive psychologists’ study of strategic processing: (a) young children possess fewer strategies than do older children or adults; (b) older children can use strategies in a more elaborate way; (c) task experience is indispensable for the development of some strategies, for example, those appropriate to school materials and tasks; (d) the child is not always able to adopt strategies spontaneously—the so-called production deficit (Flavell, 1970; Hagen, Hargrave, & Ross, 1973)—emphasizing the importance of both instruction and development of metacognitive abilities; and (e) applying a strategy does not always lead to success—other variables can have an effect, including poor problem representation, lack of familiarity with the material, lack of mastery of the strategy or the inappropriateness of the strategy to the child’s difficulty.