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Ever wonder how kids (and even grown-ups) learn new stuff, be it how to ride a bicycle or how to wrap their heads around a difficult concept? This amazing psychological transformation is a constituent of cognitive development, how we think, learn, and intellectually grow with time. There are two strong concepts, assimilation vs accommodation, at the core of this process.
Originally coined by a famous psychologist, Jean Piaget, the terms describe the process of us revising our schemas, which are mental structures that assist us in organizing and interpreting information. Through assimilation, we fit new experiences into what is familiar to us. Accommodation, on the other hand, implies that we modify our mental frameworks in cases where we have new experiences that do not exactly fit.
In this blog, we are going to discuss assimilation and accommodation, their functioning in the learning process, and reasons why their appreciation may provide new perspectives on childhood cognitive development, adult learning, and even therapy methods.
Piaget’s Cognitive Development Theory
A pioneering Swiss psychologist, Jean Piaget, changed our perception of childhood learning as he proposed a theory of cognitive development. His main idea was that children are not passive receivers of the information but rather active constructors of the knowledge. Piaget believed that children develop by acting on and reacting to their surroundings, continually reorganizing their schemas, which are mental representations that children use to impose order on the world.
He based his theory on constructivism, which implies that learning is dynamic and continuous. Children pass through four important stages of development as they mature; these stages are sensorimotor, preoperational, concrete operational, and formal operational. They encounter new mental challenges at every stage, and they cope with these challenges by employing two crucial processes: assimilation vs accommodation.
- Assimilation involves integrating new information into existing schemas.
- Accommodation requires altering schemas when new experiences don’t align with what we already know.
This continual tightrope walking is termed as adaptation, and it is the way we change our minds with time. So, whether it is a toddler who is discovering that not every four-legged animal is a dog or a teenager who is reconsidering the notion of fairness in society, the theory described by Piaget gives an explanation of how this mental change happens, and why it is important to cognitive development.
Defining Schemas
Schemas are the mental learning blocks in Piaget’s world of cognitive development. You can imagine them as internal maps, with which we orient ourselves and make sense of the world. Whether it is realizing what a dog is or knowing the social regulations, the use of schemas enables us to categorize new information in a fast and effective manner. These cognitive constructs are initially very basic during childhood but get more and more sophisticated as we develop and they allow us to impose order on the world around us.
When faced with something new, the first question our brain poses to us is: “Can I confirm this to something I already know?” And if we do, we assimilate it. Otherwise, we will need to reform the schema itself, which is called accommodation. It is this continuous revision of the schemas that is fundamental to cognitive development and indicates how we as people evolve to accommodate new tasks and information.
Assimilation in Learning
Assimilation refers to absorbing new information by fitting it into existing formats or mental structures. It is similar to upgrading the mental software without needing to switch the entire system. Assimilation is especially used by children when they are initially introduced to new concepts that happen to be similar to something they already know.
When learning occurs by way of assimilation, then there is something familiar. The student can project the existing knowledge on the new experiences with a reasonable degree of certainty. It is a part of the learning process that makes everything feel quite manageable and solidifies the knowledge structures that a child already has.
Everyday Examples
- A child sees a zebra for the first time and calls it a horse, because they already have a schema for horses.
- A student learning algebra relates it to basic math operations they’ve already mastered.
- A toddler who knows how to use a toy phone tries using a TV remote the same way.
Accommodation and Adaptation
Accommodation needs to take place when the old schema can no longer explain new experiences. It is the process of altering our psychological constructs to accommodate new or surprising data. A more disruptive, though finally vital, aspect of cognitive development is accommodation. That is what enables us to learn more deeply and more meaningfully.
Piaget regarded accommodation as an adaptation impulse that enabled a person to perfect his thought with time. Whereas assimilation strains what is familiar to us, accommodation alters it. That is the flexibility of the mind, which enables us to develop intellectually and emotionally when confronted with new concepts or complicated challenges.
Real-Life Scenarios
- A child who thought all four-legged animals were dogs learns to differentiate between cats, dogs, and cows.
- A teen who once believed “fair” always meant “equal” begins to understand the concept of equity and justice.
Balancing Assimilation and Accommodation
When we develop and acquire new knowledge, our minds intuitively switch between assimilation and accommodation. They are both vital to cognitive development and tend to interact in the process of assisting us in adjusting to new experiences. Assimilation helps us to remain in the comfort zone of what we know, whereas accommodation challenges us to change the way we think. The two are balanced in a manner that makes learning efficient and flexible.
Finding the perfect balance enables people to have a consistent perception of the world and to be susceptible to change as well. An excess of assimilation can result in a person overlooking key distinctions, whereas excess accommodation can result in misunderstanding or cognitive overload. The difference and complementarity of these two processes are as follows:
| Aspect | Assimilation | Accommodation |
| Definition | Integrating new information into existing schemas | Modifying schemas to fit new information |
| Cognitive Function | Preserves stability and reinforces current knowledge | Promotes change and encourages mental flexibility |
| Response to New Info | This is like what I already know | This is different, I need to adjust. |
| Effort Level | Typically requires less cognitive effort | Requires more mental processing |
| Example | Calling a zebra a striped horse | Learning to differentiate between a zebra and a horse |
| Risk if Overused | Can lead to misconceptions or oversimplifications | Can lead to confusion if changes are too frequent |
| Role in Learning | Strengthens existing frameworks | Refines and reshapes mental models |
Grow With Lonestar Mental Health
The realization that we grow and change based on how we learn is a major key to opening the door to personal growth, and Lonestar Mental Health will be with you on this journey. Regardless of whether you are tired of searching for help on your own behalf or on behalf of a loved one, our devoted mental health specialists employ evidence-based practices based on the best models of cognition, such as the Piaget model of cognitive development.
Reach out to us now and start your cognitive and emotional wellness journey.
FAQs
What role do schemas play in Piaget’s theory of cognitive development?
Schemas are cognitive structures that assist people in processing information by providing a means of organizing it. They are the fundamentals of knowledge in Piaget’s theory, and they change as we acquire new experiences in assimilation and accommodation.
How does assimilation function within the learning process according to Piaget?
Assimilation refers to the process whereby people accommodate the new information into their existing mental schemas. It helps individuals to use their existing knowledge to explain new experiences and this strengthens existing knowledge.
In what ways does accommodation differ from assimilation when adapting to new information?
Whereas assimilation involves fitting in the new information into the existing schemas, accommodation involves altering the existing schema so as to incorporate the unfamiliar input. It is a more transformational process that assists in distilling knowledge.
How does constructivism relate to Piaget’s ideas on cognitive development?
Similar to the theory of Piaget, constructivism underlines the fact that learning is a self-regulated and active process. Learners build knowledge on the basis of their real-life experiences and continue revising their mental models as a result of assimilation and accommodation.
Can you provide examples of how assimilation and accommodation occur in learning?
Yes. When a child looks at a cow and refers to it as a dog, they are applying assimilation, with regards to their previous knowledge of four legged animals. The child changes their knowledge when they are corrected, this is accommodation because they are now able to know that cows are a different category.
