Which of the following best differentiates the concepts of assimilation and accommodation

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1. The key concepts of Piagetian theory include which of the following?

1. Equilibrium, organization and encoding
       
2. Adaptation, organization and accommodation
       
3. Organization, accommodation and scaffolding
       
4. Accommodation, scaffolding and automization

Answer:

b. Adaptation, organization and accommodation

2.    The zone of proximal development is best described as:

1. Where interrelated sets of actions, memories, thoughts or strategies may be employed to predict and understand the environment
       
2. The memory store that allows brief storage of large amounts of information for a very short time
       
3. The difference between the child’s independently determined developmental level and their potential level of development determined when problem solving with adults or more capable peers
       
4. The concept that suggests objects continue to exist independently of the ability to perceive or act on them

Answer:

c. The difference between the child’s independently determined developmental level and their potential level of development determined when problem solving with adults or more capable peers

3.    Which of the following is NOT a criticism of the work of Piaget?

1. Concepts of assimilation are too vague to be useful
    
2. The stage theory suggests some measure of universality
    
3. The work has been responsible for pushing the field of cognitive development forward 
       
4. The theory adheres to a conception of development as occurring in stages

Answer:

c. The work has been responsible for pushing the field of cognitive development forward 

4.    The sociocultural view of development is a theory of which theorist in the list below?

1. Bruner
    
2. Vygotsky
       
3. Piaget
    
4. Baillargeon

Answer:

b. Vygotsky

5.    The term ‘internalisation’ refers to: 

1. The process of integrating environment into psychological structure to interpret new knowledge
       
2. Where important features are selected to form a mental picture
       
3. The striving of the cognitive system to maintain equilibrium
       
4. The process of functions moving from the interpersonal to the intrapersonal

Answer:

d. The process of functions moving from the interpersonal to the intrapersonal

6.    How is the term ‘horizontal décalage’ best defined?

1. The socially transformed products of the child’s initial endowment
    
2. A way of describing the unevenness in children’s mastery of the different forms of a concept such as conservation
    
3. A largely social process and not just individualised development
    
4. A more continuous process over time

Answer:

b. A way of describing the unevenness in children’s mastery of the different forms of a concept such as conservation

Both assimilation and accommodation are essential to how organisms build schemas about the world (1952; see also Wadsworth, 2004). While assimilation deals with keeping existing knowledge and schemas intact and finding a new place to store information, accommodation involves actually changing one’s existing knowledge of a topic (Tan et al., 2017).

Biological assimilation, according to Piaget, cannot exist without accommodation. If assimilation alone were involved in child development, there would be no variations in the child's mental structures.

This would mean that the child would not be able to acquire new content and thus would not be able to develop further. Assimilation is necessary as it assures that structures are continuous and that new elements can be integrated into these structures.

Accommodation allows these structures to adapt to individual circumstances.

Schemas

Piaget defined a schema as the mental representation of an associated set of perceptions, ideas, and/or actions. Piaget considered schemata to be the basic building blocks of thinking (Woolfolk, 1987).

A schema can be discrete and specific, or sequential and elaborate. For example, a schema may be as specific as recognizing a dog, or as elaborate as categorizing different types of dogs.

For example, when a parent reads to a child about dogs, the child constructs a schema about dogs.

How Assimilation Takes Place

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).

Later, the child sees a dog in the park; through the process of assimilation the child expands his/her understanding of what a dog is.

When the dog barks, the child experiences disequilibrum because the child's schema did not include barking.

Then the child discovers the dog is furry, and it licks the child's hand. Again, the child experiences disequilibrium. By adding the newly discovered information to the existing schema the child is actively constructing meaning.

At this point the child seeks reinforcement from the parent. The parent affirms and reinforces the new information. Through assimilation of the new information the child returns to a state of equilibrium.

How Accommodation Takes Place

Accomodation is a term normally associated with the developmental theory of Jean Piaget and refers to a type of adaptation in which a child or adult develops new schema or modifies exisiting ones.

This enables a child to better deal with the demands of the environment around them by constantly changing and updating the mental structures that are associated with it.

For example, a child faced with a novel problem may not have the skills to deal with it. By experimenting with the problem, they may find a solution. In this way they accomodate the demands of the new problem and develop their existing schema in the process.

djustment of a schema by changing a scheme to accommodate new information different from what was already known.

The process of accommodation occurs when the child sees a cat in the park.

A new schema must be formed, because the cat has many traits of the dog, but because the cat meows and then climbs a tree the child begins to actively construct new meaning. Again, the parent reinforces that this is a cat to resolve the child's disequilibrium.

The child is in disequalibrium and is actively constructing meaning. He'she asks the parent to assist in resolving this disequilibrium. At this point the child seeks reinforcement from the parent. The parent provides feedback and reinforces that this is a cat

A new schema about cats is then formed and the child returns to a state of equilibrium.

About the Author

Charlotte Nickerson is a member of the Class of 2024 at Harvard University. Coming from a research background in biology and archeology, Charlotte currently studies how digital and physical space shapes human beliefs, norms, and behaviors and how this can be used to create businesses with greater social impact.

How to reference this article:

Nickerson, C. (2021, Dec 03). Understanding Accommodation and Assimilation in Psychology. Simply Psychology. www.simplypsychology.org/what-is-accommodation.html

References

Piaget, J. (1932). The moral judgment of the child. London: Routledge & Kegan Paul.

Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.

Piaget, J. (1945). Play, dreams and imitation in childhood. London: Heinemann.

Piaget, J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul.

Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press.

Plowden, B. H. P. (1967). Children and their primary schools: A report (Research and Surveys). London, England: HM Stationery Office.

Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2003). How children develop. New York: Worth.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism. New York: Longman.

Wood, K. C., Smith, H., Grossniklaus, D. (2001). Piaget's Stages of Cognitive Development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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