Which of the following is a common concern raised of cross cultural researchers about Piagets theory of cognitive development?

33. Which of the following is a concern raised bycross-cultural research on Piaget’s theory of cognitivedevelopment?a) The ages associated with each stage ofdevelopment are the same across cultures.b) The four stages do not always occur in the sameorder in every culture.c) There is cultural variation in the order in whichchildren acquire specific skills within Piaget’s stages.d) It assumes that the scientific reasoning associatedwith formal operations is not the universal end pointof cognitive development.Correct!c) There is cultural variation in the order in which children

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Which of the following is a common concern raised of cross cultural researchers about Piagets theory of cognitive development?

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What is Psychology?: Foundations, Applications, and Integration

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acquire specific skills within Piaget’s stages.Correct.There is considerable cultural variation in the order in which childrenacquire specific skills within, rather than between, Piaget’s stages.Studies have demonstrated that Piaget’s stages occur in the samefixed order in different cultures.a) The ages associated with each stage of development arethe same across cultures.b) The four stages do not always occur in the same order inevery culture.d) It assumes that the scientific reasoning associated withformal operations is not the universal end point of cognitivedevelopment.Question 341 / 1 pts34. What are the three stages of development ofmoral reasoning skills according to Kohlberg’s theoryof moral development (1976, 1984)?

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d) Preconventional, conventional, and postconventionalmoralityCorrect.Kohlberg’s theory of moral development (1976, 1984) proposesthree general stages of development of moral reasoning skills. Thethree stages are preconventional, conventional, andpostconventional morality.

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Question 351 / 1 pts35. A child who regards a book lying on its side as“tired” or “needing a rest,” or thinks that the moon isfollowing him or her is most likely to be in the _____stage of Piaget’s cognitive development.

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systematic manner. For example, children in the preoperationalstage may regard a book lying on its side as “tired” or “needing arest,” or they may think that the moon is following them.a) sensorimotorc) concrete operationsd) formal operations

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There have been a number of criticisms levelled at Piaget's theory. Here are some of the most common ones:

  • One criticism mentioned by Carlson and Buskist (1997) concerns Piaget's terminology. From a scientific viewpoint, it is necessary to define new terms operationally, in other words, in the form of an operation which can be duplicated. Piaget often didn't do this, so it is difficult for others to assess the significance of his general findings because they cannot be easily and precisely replicated. For example, consider terms like 'accommodation' and 'assimilation'. Piaget offers these terms up to indicate a change that has occurred in a child, but what exactly has changed? Piaget does not offer a specific operationalised definition that would guide researchers to a link between observed behavioural changes and posited changes in the mind. This lack of operational definitions provides a further difficulty. It becomes impossible for any other researcher to establish a cause-and-effect relationship among Piaget's variables.
  • A major criticism stems from the very nature of a stage theory. The stages may be inaccurate or just plain wrong. Weiten (1992) points out that Piaget may have underestimated the development of young children. He cites Bower, (1982) and Harris, (1983) who have conducted research that found that some children develop object-permanence earlier than Piaget thought. Others point out that preoperational children may be less egocentric than Piaget believed. Flavell et al. (1982 cited in Weiten, 1992) showed that even a three year old child is aware that an adult looking at a card from the opposite side of the child will be seeing a different view. Furthermore, individual differences may mean that children of similar ages may vary widely across the stages. In fact some children may never achieve the level of formal operations. If children can show a mixture of different stages in their cognitive make-up, what is the point in attempting to differentiate between different stages at all?
  • Related to the previous criticism is Gray's (1994) notion that Piaget offers no substantial evidence for a qualitative difference in cognitive capacity between two children of different stages. The most important aspect of Piaget's theory is that each cognitive stage is different, not just as a matter of degree, but rather a child's type of thinking is quite different depending on the stage it is in. Providing evidence for a qualitative difference between stages has not been comprehensively achieved. This criticism has a further implication. If each stage is marked by a new type of thinking, then as a child ages there should be signs indicating the sudden acquisition of certain abilities. In fact the opposite is true. Children tend to progress rather slowly and gradually. Gray (1994) offers the example of the conservation-of-numbers which most children can understand by about age five, compared to the conservation-of-substance which normally develops around age eight. While Piaget does admit that some developments can be slow, critics argue that overall, cognitive development is so slow as to obviate the need for a stage theory at all.
  • Another criticism is levelled at Piaget's action-oriented approach. Piaget believes that physical manipulation of external objects is essential for normal cognitive development. Theorists have argued that children born without the physical capability of outward action (consider, for example, paralysed children born without the ability to move either arms or legs) are still capable of normal cognitive development. Also, the physical nature of Piaget's theory fails to explain how children understand abstract words that don't necessarily relate to an immediately physical object.
  • A criticism levelled by the likes of Vygotsky, chastises Piaget for his inattention to culturally specific influences on cognitive development. The children Piaget studied grew up in Geneva, a Western culture where children attend school and are trained in certain forms of thinking. Yet Piaget largely ignored this influence and attributed each child's intellectual growth to the individual's cognitive reaction to the environment. Later tests (Segall and others, 1990 cited in Gray, 1994)) have shown that Piaget's formal operational period and even the concrete operational period are heavily dependent on formal Western schooling.
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