assimilation and accommodation

assimilation and accommodation

(in PIEGET's theory of CHILD DEVELOPMENT) the means by which changes in conceptual schemata come about.

Fundamental to Piaget's stage theory of cognitive development is the idea that each stage has a typical mode of thinking, called a conceptual schema. For development to take place these schemata change, the next type of schema emerging out of the current schema. This change takes place either by new experiences being assimilated by the current schema, which becomes fuller and more elaborated as a result, or by accommodation, which is necessary if the current schema cannot fully deal with new experiences and needs to make a fundamental change in order to do so.

References in periodicals archive ?
Knowledge acquisition supposes an active process of conceptual assimilation and accommodation leading to adaptation to the social environment (Piaget, 1959).
Piaget explains that action schemes are the products of assimilation and accommodation processes in which previous acquired procedures are applied to new situations.
To understand how the constructs of assimilation and accommodation influence counselors-in-training acquisition of an organized framework for counseling that assures internal consistency in case conceptualization, treatment planning, counseling practice and expected outcomes within the supervisory process may propel a more adequate response to supervision challenges within the trainee-client-and-supervisor triad (Magnuson & Wilcoxon, 1998; Neufeldt, Iverson, & Juntunen.
The process of assimilation and accommodation guide the development of cognition.
The inability to find a balance between assimilation and accommodation makes the movement from stage I to stage II delicate for supervisors.
The model is based on constructivist principles, including the subjectivity of the learning process, and assimilation and accommodation (i.
Drawing on the two basic Piagetian (1963) notions of assimilation and accommodation, developmental therapy (Ivey, 1986), provides a process wherein the individual receives an environmental stimulus (accommodation) and acts on his or her perspectives on the environment (assimilation).
In order to progress developmentally, individuals must balance the interconnected processes of assimilation and accommodation.
Reinterpreting the Piagetian constructs of assimilation and accommodation, four central themes are outlined: (1) The environment is the context within which development occurs, (2) Assimilation and accommodation are twin motors of development, and therapist and client play out this dialectic in their environmental relationship, (3) A dialectic view of information-processing theory provides a useful formulation for bringing experimental psychology, ideas of assimilation and accommodation, and therapy together in synthesis, and (4) The cognitive balance or style of equilibration often repeats itself again and again in the individual; it may represent a strength or a deficit of cognition in need of remediation.
In the workplace, assimilation and accommodation are of equal importance and must always occur together in a mutually dependent way.