| When we reach formal operational stage, does it include all areas of knowledge? | No, even as adults, virtually all of us are formal operational thinkers only in areas we have considerable experience in (Berk, 2013; Miller, 2011).
Research indicates that the thinking of nearly half of all college students isn't formal operational with respect to topics outside their majors (Wigfield, Eccles, & Pintrich, 1996). |
| Describe the neo-Piagetian theory of development. | More recent research has built on and refined Piaget's theory. Neo-piagetian theories of development retain Piaget's basic insights into children's construction of knowledge but focus more on the ways people process information to explain movement from one stage to the next than on Piaget's global stages (Siegler, 2000, 2006). |
| What is working memory in neo-Piagetian theory? | Working memory is the part of our memory system that is capable of holding only small amounts of information for short periods of time while we process and attempt to make sense of it.
Neo-Piagetion theory emphasises the important role of working memory and it plays significantly in development (Jack, Simcock, & Hayne, 2012; Morra & Camba, 2009).
As children develop, their working memory capacity increases, which allows them to think about more items of information simultaneously as they solve problems (Case, 1992, 1998; Marchand, 2012). |
| In neo-Piagetian theory, what is executive functioning? | Neo-Piagetian theorists suggest advancing executive functioning, such as the ability to maintain attention and suppress intuitive conclusions in favour of more logical processing.
For example, some researchers suggest that this increase in executive functioning helps explain why concrete operational thinkers succeed on the conservation-of-number tasks whereas younger children do not (Houde et al., 2011). |
| According to neo-Piagetian theory, what should teachers focus on? | The theory suggests that teachers should consciously focus on helping children acquire learning strategies and develop their executive functioning, which will help facilitate both immediate learning and long-term development (Davidse, de Jong, Bus, Huijbergts, & Swaab, 2011). |
| Describe 4 guidelines for teachers when applying Piaget's theory with students. | 1. Provide concrete experiences that represent abstract ideas.
2. Help students link the concrete representation to the abstract idea.
3. Use social interaction to help students advance and refine their understanding.
4. Design learning experiences as developmental bridges to more advanced stages of development. |
| How do we promote cognitive development in classrooms using Piaget's theory? | 1. Concrete experiences are essential to cognitive development. Provide concrete examples, particularly when abstract concepts are first introduced.
2. Social interaction contributes to cognitive development. Use interaction to assess students' development and expose them to more advanced thinking.
3. Development is advanced when learning task stretch the developmental capabilities of learners. Provide students with developmentally appropriate practices in reasoning that not only matches their current level of understanding, but also encourages them to advance developmentally. |
