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Essay / Research Paper Abstract
An 8 page paper. The writer explains specific concepts/theories of each of these theorists. Piaget: accommodation, assimilation, equilibrium and his two stages of moral development; Erikson: psychosocial stages of development; Freud: unconscious and conscious minds, dreams and free association; Sullivan: concept of personality; Bowlby: attachment theory. The writer also comments on each theorist. Bibliography lists 10 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PG5thris.rtf
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Unformatted sample text from the term paper:
size paper. The paper is longer than ordered; you are not being charged for the extra.] Piaget described three fundamental processes that were involved in intellectual growth, assimilation, accommodation,
and equilibration (Ginn, 2004). Assimilation has to do with the ability to incorporate new information, experience and events into ones existing cognitive structures; accommodation has to do with changing the
existing cognitive structures to accommodate new information and experiences (Ginn). Equilibrium is then about gaining a balance between the learner and the environment and between assimilation and accommodation (Ginn). Piaget
explained that new information, new experiences causes a state of disequilibrium, which continues until the child can assimilate and accommodate the new information (Ginn). At the point, the child/learner achieves
equilibrium (Ginn). Piaget asserted that equilibrium explains why some children learn more quickly, or develop logical intelligence more quickly than other children (Ginn). Piaget answers the questions - what does
a person do with new knowledge? How does it fit with old knowledge? This is the value of his accommodation, assimilation theory. It explains how a person of any age
fits new information into what he or she already knows. When the new information is complementary, a person assimilates it; when the new information is not complementary, the individual must
accommodate it by adjusting already-held beliefs or the person must reject the information. One or the other must be chosen in order to foster a state of equilibrium, a state
of balance. Piaget offered a two-stage theory of moral development (Crain, 1985). The first stage lasts until the age of 10 or 11 when the second stage begins (Crain, 1985).
The stages had to do with the way children think about moral dilemmas - younger children thinking terms of rules and rules are absolute and fixed (Crain, 1985). They believe
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