First Discussion Assignment

First Discussion Assignment

[Name of the Writer]

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First Discussion Assignment

Question 1

Concrete Operations

Concrete operations are linked with the operations that are concrete and are based on the actual existing things, facts, ideas, places, and people that one has observed and experienced in the real environment. Concrete operations are associated with the Concrete Operational stage by Piaget, according which, because children’s mental representation is linked with the real objects that they have seen, touched or experienced, that is why being in the limited tangibility they are able to propose the limited and more concrete consequences of anything (Ghazi & Ullah, 2016). The Concrete operations according to Piaget involves seriation, reversibility, decentering, classification, transitivity and conservation (Osherson, 2017). All these operations are considered logical in fashion because these operations are performed on the basis of real experiences.

Formal Operations

Formal operations are considered as rational operations that are performed on the basis of inferential reasoning. These operations are based on the thinking and inferring about the things, places, ideas, and people that the child or a person has not experienced in reality. Also, it is required to draw a conclusion for the things that are not experienced (Lourenço, 2016). For example, if a task of drawing a picture is given and one needs a picture or object to draw, then the concrete operation is used. On the other hand, if a person requires no object or picture, and draw the picture based on the imagination, then the person has used formal operation. These operations include deduction, hypothesizing and hypothesis testing.

Difference

The major difference between these operations is that in the concrete operations, real experience or the presence of an object, place or person is required to process and think about it (Pellegrino & Costantino, 2018). However informal operation, the thinking process uses rational reasoning, and it does not require a real experience or possibility of the real object, in order to process it.

Question 2

Metacognition

Metacognition is a significant cognitive process, referring to Thinking about one’s thinking. This cognitive process is known as an ability that enables one to control the process of thinking process by the help of multiple strategies including adapting, monitoring and organizing. the process is also regarded as an ability to reflect on the processes that we undertake in order to complete a task (Barzilai & Zohar, 2016). Hence, metacognition helps in selecting and utilizing the appropriate strategies in the way of completing the task . Moreover, metacognition is a significant element in learning, because it tends to involve self-reflection along with self-regulation considering the weaknesses and strengths of the strategies that one create in the way of reaching an answer (Hofer, 2016). Metacognition is also an essential component in leadership because it leads a person to direct thinking and reflection through the problem and to create as well as to choose the options to deal with that problem.

Epistemic Cognition

Epistemic cognition is referred to as the evaluation and validation of the knowledge as well as the sources of the knowledge. This type of cognition is concerned with the question of how we tend to arrive at beliefs, knowledge, ideas, opinion, and facts (Hofer, 2017). This process is known as the Knowledge about knowledge as well as the justification about the knowledge, that whether the source through which the knowledge is acquired is valid or not, as for whether based on the source of knowledge it is reliable or not. It is regarded as the process that eventually makes a person to justify the knowledge.

Difference

One of the major difference that exists between the metacognition and epistemic cognition is that metacognition is linked to the process of thinking, on the other hand, epistemic cognition deals with knowledge (Alexander, 2016). Metacognition is thinking about one's thinking, but epistemic cognition is knowledge about one's knowledge. Moreover, metacognition is believed to acquire in the early childhood stage. However, epistemic cognition is acquired after adolescence or in early years of adulthood.

References

Ghazi, S. R., & Ullah, K. (2016). Concrete operational stage of Piaget’s cognitive development theory: an implication in learning mathematics. Gomal University Journal of Research, 32(1), 9-20.

Osherson, D. N. (2017). Logical Abilities in Children: Volume 1: Organization of Length and Class Concepts: Empirical Consequences of a Piagetian Formalism. Routledge.

Lourenço, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40, 123-137.

Pellegrino, R., & Costantino, N. (2018). An empirical investigation of the learning effect in concrete operations. Engineering, Construction and Architectural Management, 25(3), 342-357.

Barzilai, S., & Zohar, A. (2016). Epistemic (meta) Cognition: Ways of thinking about knowledge and knowing. Handbook of epistemic cognition, 409-424.

Hofer, B. K. (2016). Epistemic cognition as a psychological construct: Advancements and challenges. In Handbook of epistemic cognition (pp. 31-50). Routledge.

Hofer, B. K. (2017). IDENTIFYING THE ROLE OF EPISTEMIC COGNITION AND METACOGNITION IN CONCEPTUAL CHANGE. Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences, 120.

Alexander, P. A. (2016). The arguments for and the reasoning about epistemic cognition. In Handbook of epistemic cognition(pp. 112-122). Routledge.