Kurt Fischer Theory

[ceily]

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4. The Theory of Kurt W Fischer
Kurt W Fischer advanced a theory that integrates Piagets notion of
stages in cognitive development with notions from learning theory and
skill construction as explained by the cognitive psychology of the
sixties. [11] Fischer's conception of the stages of cognitive
development is very similar to that of Case. That is, he describes
four major stages or tiers which coincide by and large with Case's
major stages. Thinking at each of the tiers operates with a different
type of representation. That is, first is the tier of reflexes, which
structures the basic reflexes constructed during the first month of
life. Then it is the sensorimotor tier, which operates on perceptions
and actions. The third is the representational tier, which operates on
representations that are descriptive of reality. The fourth is the
abstract tier, which operates on abstractions integrating the
representations of the second tier.

Moreover, like Case, he believes that development within each major
stage recycles over the same sequence of four structurally identical
levels. That is, at the first level of single sets individuals can
construct skills involving only one element of the tier concerned,
that is, sensorimotor sets, representational sets, or abstract sets.
At the level of mappings they can construct skills involving two
elements mapped onto or coordinated with each other, that is,
sensorimotor mappings, representational mappings, or abstract
mappings. At the level of systems they can construct skills
integrating two mappings of the previous level, that is, sensorimotor
systems, representational systems, or abstract systems. At the level
of systems of systems they can construct skills integrating two
systems of the previous level, that is, sensorimotor systems of
systems, representational systems of systems, or abstract systems of
systems.

However, Fischer's theory differs from the other neo-Piagetian
theories in a number of respects. One of them is in the way it
explains cognitive change. Specifically, although Fischer does not
deny the operation of information processing constrains on
development, he emphasizes on the environmental and social rather than
individual factors as causes of development. To explain developmental
change he borrowed two classic notions from Lev Vygotsky, [12] that
is, internalization and the zone of proximal development.
Internalization refers to the processes that enable children to
reconstruct and absorb the products of their observations and
interactions in a way that makes them their own. That is, it is a
process which transforms external, alien skills and concepts into
internal, integral ones. The zone of proximal development expresses
Vygotsky's idea that at any age the child’s potential for
understanding and problem solving is not identical to his actual
understanding and problem solving ability. Potential ability is always
greater than actual ability: the zone of proximal development refers
to the range of possibilities that exist between the actual and the
potential. Structured social interaction, or scaffolding, and
internalization are the processes that gradually allow potential (for
understanding and problem solving) to become actual (concepts and
skills).

Fischer argued that variations in the development and functioning of
different mental skills and functions from the one domain to the other
may be the rule rather than the exception. In his opinion these
variations are to be attributed to differences in the experience that
individuals have with different domains and also to differences in the
support that they receive when interacting with the various domains.
In addition, he posited that an individual's true level, which
functions as a kind of ceiling for all domains, is the level of his
potential, which can only be determined under conditions of maximum
familiarity and scaffolding.