NEO-PIAGETIAN: INFO PROCESSING

NEO-PIAGETIAN: INFO PROCESSING

1. ASSUMPTIONS

   • LIKE COMPUTERS, GRADUALLY DEVELOP.
   • CHANGES IN PROCESSING ABILITY= INCREASED COG.EFFICIENCY. AFFECTS APPROACH TO COG.TASK
     • MAX POTENTIAL, USING FEWER COG.RESOURCES TO PERFORM TASKS.
   • YOUNG CHILDREN, LIMITED INFO-PROCESSING ABILITIES AND CAPACITY. INCREASE WITH AGE.
   • PROCESS SPEEDS UP + CAPAPCITY INCREASED= INCREASED EFFICIENCY

2. HOW PROCESSING CHANGES WITH AGE

   • 1. INCREASED PROCESSING CAPACITY
     • THROUGH SHORTCUTS, LINKED TO DECENTRATION. CAN THINK OF MORE AT ONCE.
       • MORE COG.SPACE TO DO TASKS.
   • 2. INCREASED PROCESSING EFFICIENCY
   • 3.DEVELOPMENT OF RULES: SOLVING PROBLEMS MORE SOPHISTICATED.
     • LITTLE MENTAL SHORTCUTS. THEN FREEING UP CAPACITY= THINK MORE AT ONCE.
   • 4. DEVELOPMENT OF METACOGNITION (AWARENESS OF WHAT THINKING AND HOW)
     • USED IN EDUCATION: STUDENTS REFLECT ON THINKING PROCESSES & CHANGE IT= REBUILD KNOWLEDGE, DEVELOP METACOG AWARENESS.
       • ABLE TO ANALYSE THINKING= SOPHISTICATION OF COG.THINKING
   • EG: YOUNG CHILD, LIMITED MENTAL SPACE TO PERFORM WORKING MEM.TASK. FIND IT DIFFICULT TO HOLD AND THINK ABOUT INFO = DIFFICULT ACCOUNT MORE THAN 1 ASPECT AT TIME. CHILD GETS OLDER, MENTAL SPACE INCREASES AS: *NEURAL PROCESSING SPEEDS UP (INCREASE MYELINATION SO MESSAGES SENT BETWEEN NEURONS QUICKER). *STRATEGIES FOR PROCESSING INFO MORE AUTOMATIC. NEED LESS ATTENTION, MENTAL SPACE FREED UP. (HEURISTIC STRATEGIES)

3. SEIGLER'S RESEARCH INTO PROB.SOLVING

   • COG.DEV. INVOLVES ACQUIRNG SET OF RULES/STRATEGIES FOR PROB.SOLVING.
     • MORE SOPHISTICATED & COMPLEX WITH AGE
       • APPLIED TO RANGE OF DIFF.PROBLEMS
   • AIM: APPROACH TASKS DIFF AT DIFF. AGE.
     • METHOD: 5-17YRS SHOWN BALANCE SCALES+WEIGHTS, ALL SAME VALUE.
       • WEDGE STOPPED IT FROM MOVING. EACH TRIAL, WEIGHTS PLACED AT DIFF.PLACES. CHILDREN PREDICT WHETHER SCALE TIP+WHICH WAY.
         • IDENTIFIED 4 POTENTIAL STRATEGIES
           • 1. CHOSE SIDE MOST WEIGHTS.
           • 2. SIDE MOST WEIGHTS BUT IF SAME, SIDE WHERE WEIGHTS FURTHEST FROM CENTRE.
           • 3. CONSIDER BOTH NUMBER WEIGHTS & DISTANCE FROM CENTRE, BUT IF ONE MORE WEIGHTS AND OTHER FURTHEST.. GUESS!!
           • 4. MUTIPLY WEIGHTS BY DISTANCE. SIDE WITH BIGGER ANSWER.
           • RESULTS:
             • 5=STRAT1.
             • 9= STRAT.2/3
             • 9+=STRAT.3
             • VERY FEW= STRAT.4
             • CONCLUSION: INFO PROCESSING STARTS. MORE COMPLEX WITH AGE & DEVELOP IN PREDICTABLE SEQUENCE.
               • IF TRAIN CHILDREN, CAN HELP INCREASE THEIR PROB.SOLVING ABILITY= VYGOTSKIAN INFLUENCE.

4. FROM ORIGINAL RESEARCH, SEIGLER FOUND CHILDREN TRY OUT RANGE STRATS. BEFORE IDENTIFY MOST EFFECTIVE. DESCRIBES DEVELOPMENT= OVERLAPPING WAVES.USE OF DIFF.STARTS.OVER TIME.