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Piaget believed that the human brain has been programmed through evolution to bring equilibrium, which is what he believed ultimately influences structures by the internal and external processes through assimilation and accommodation. [18] Piaget's understanding was that assimilation and accommodation cannot exist without the other. [22]
Assimilation occurs when the perception of a new event or object occurs to the learner in an existing schema and is usually used in the context of self-motivation. In Accommodation, one accommodates the experiences according to the outcome of the tasks. The highest form of development is equilibration. Equilibration encompasses both ...
In one of his last books, Equilibration of Cognitive Structures: The Central Problem of Intellectual Development, he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones. [41]
The stages are evidence of development in a person's reasoning. His description of the stages is an effort to describe patterns in the vast volume of data he and his colleagues collected. To leave out assimilation, accommodation, self-regulation and equilibration is to leave out Piaget's theory of cognitive equilibration.
For example, when a person sees an unfamiliar dog, they will probably just integrate it into their dog schema. However, if the dog behaves strangely, and in ways that does not seem dog-like, there will be an accommodation as a new schema is formed for that particular dog. With accommodation and assimilation comes the idea of equilibrium.
Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration – making sense of experiences through assimilation and accommodation – alone. [43]
The theory of integrative communication rests on the human instinct to struggle for equilibrium when met with adversarial environmental conditions as experienced in a new culture. This experience is not limited to any one region, cultural group, or nation, but is a universal concept of the basic human tendencies that accompany the struggle on ...
At this stage, the individual accepts the group's norms, values, and perspectives (assimilation), and the group may adapt to fit the new member's needs (accommodation). The acceptance transition-point is then reached and the individual becomes a full member. However, this transition can be delayed if the individual or the group reacts negatively.