What is the process of incorporating new information into existing knowledge known as?
Cognitive Development deals with the child’s development in terms of language, spatial, perception skills and information processing units in the brain. In simple words, it shows the progress of the child’s ability to think and understand. This perspective mainly involves Jean Piaget‘s Cognitive-stage theories and also parts of Vygotsky’s theory on the social contexts of Cognition. Jean Piaget’s
Cognitive-State Theory: Piaget is considered to be the forerunner of today’s “Cognitive Revolution” (Human Development, Papalia, Olds, Feldman). In order to study thinking, Piaget utilized the clinical method and observed children along with questioning. Piaget believed that cognitive development begins with an inborn ability to adapt to the environment. For instance, by coming in contact with the environment through the 5 major senses, children get a
clearer picture of the environment around them. Piaget came up with 4 major stages in which Cognitive development occurs. As the child grows older, cognitive processes and mental operations improve increasingly, in terms of sensory and motor activity. These 4 major stages were formulated based on the study of three inter-related processes, namely – Organization, Adaptation and Equilibration. ORGANIZATION is the
human tendency of the child to create more and more complex mental structures. These structures are in the form of anything that can aid the child in getting a more clearer idea of the object in question. This provides channels to incorporate more accurate images of reality. And, these structures are scientifically referred to as schemes. This can be imagines to be a network of a filing system, wherein every new information that the child encounters is placed in their
respective drawers. The child can then learn new information by comparing it with the information already present in the child’s Brain. ADAPTATION is how the child handles new information that s/he encounters. Adaptation involves two steps: (a) Assimilation which involves incorporating new information into already existing schemes (mental organization structures) and (b) Accommodation which involves a process
of changing the characteristics of an existing scheme to accommodate new information. EQUILIBRATION is the tendency to
look for a balance within the mental structures after the slight disturbance caused by acquiring new information. The infant will feel a disequilibrium when it cannot handle the new information with existing knowledge. Therefore, the child modifies the existing schemes and introduces newer mental patterns that allow the child to experience the new information in a comfortable, stable manner. During the first three years of the baby’s life, they go through the first stage of development which according to Piaget, is the Sensorimotor stage. Sensorimotor Stage: (Birth – 2 years) Using sensory and motor activity, the child is able to organize activities according to the environment. The abilities of Assimilation and Accommodation are built up stronger in this stage. Another interesting aspect of this stage is that of Object Permanence and A, not-B error. Object Permanence is the assumption and
knowledge that something exists even when it is out of sight. This ability develops only gradually in infants. Initially, the child believes that once the objects is taken out of their range of vision, it ceases to exist. For instance, the game of “Peek-a-boo” works on the basis of this concept. Sequence of events involved in the “A-not-B error.” This is a standard two-location search task, in which an object is hidden first at one location (A) and then at another (B). A baby watches an object being hidden at Location A; the baby searches at A and finds the object; the object is then hidden at Location B while the baby watches; the baby searches at A. “Where’s the car?!” [Image courtesy: aboutkidshealth.ca] However, between 12 and 18 months, they no longer make this error; the infant will search for the object in the place s/he saw it last hidden. However, they will not search for the object where they did NOT see it being hidden. Finally, by 18-24 months, the toddler achieves complete Object Permanence. Additionally, they will look for the object even if they have not seen it being hidden. Additionally, between 4-8 months, infants become interested in the environment and repeat actions that have interesting results such as shaking a rattle. For instance, the child may enjoy dropping a toy and watching it fall to the ground repeatedly. [Image Courtesy: 123rf.com] Between 12 and 18 months, the toddlers are highly inquisitive and love to experiment. they deliberately do different things/actions in order to see different results. For instance, when a toddler shakes different rattles to listen to the different sounds that emanate.
At around 18 months of age to 2 years, the child develops what is known as Representational Ability. This is the ability to store, use and manipulate symbols as objects and experiences i.e. children can represent objects and events through symbols – words, numbers, pictures etc. They also indulge in deferred imitation – children are able to reproduce actions they had observed earlier even after some time has passed. They can imitate actions that they no longer see in front of them. Additionally, they also use creative abilities such as pretending. they are also capable of thinking about an action even before they do it. The level of trial-and-error also decreases as they learn to solve problems. This is because they constantly explore the environment around them and discover new aspects about the environment or objects, and use this knowledge to solve problems. Another aspect that Piaget attributed to this age was Egocentricism. This is the inability of the child to consider any other point of view other than one’s own – a sort of self-centredness, that children believe that everyone thinks in the same way as themselves. What refers to incorporating new information into existing concepts?Assimilation refers to a part of the adaptation process initially proposed by Jean Piaget. 2 Through assimilation, we take in new information or experiences and incorporate them into our existing ideas.
When new information is fitted into existing old schemes What is the process called?Assimilation is the adjustment of a schema by adding information similar to what is already known. These pre-existing schemas can either be innate (such as reflexes) or previously acquired (Piaget, 1976).
How do we add information to existing knowledge?Most learning employs these schemas as existing belief systems. Assimilation is the way that you add information to the schemas that form your knowledge base. Through assimilation, you add to your knowledge without changing the basic schema or belief system.
What is the concept of assimilation?Assimilation refers to the process through which individuals and groups of differing heritages acquire the basic habits, attitudes, and mode of life of an embracing culture.
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