It would simply be the effort to understand it (the new poetry) with the old 
schematic conception of poetry and then this may result in disequilibrium 
presuming that process is found not to work.  Note how this presumes some 
context in which we are actively engaged in / with the object or item.  Or at 
least that our efforts would receive feedback from social interaction which 
might get us to Vygotsky.   Piaget argued it must be part of an environmental 
challenge that is posed.  Note how this may be unlike the simple reaction to 
hearing some reading in a crowd/audience.  A more appropriate illustration of 
this process is here on tips as people think about what constitutes poetry, 
altho there is hardly the environmental challenge that is more salient in 
(Piagetian) cognitive development.  As efforts of assimilation fail, we 
experience a tension or discord that motivates accommodation and presumably 
movement toward equilibrium/cognitive adaptation.  Well, at least that's my 
schema...  Gary
 
 
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[email protected] 

>>> Michael Britt <[email protected]> 1/29/2009 10:40 AM >>>



Ok.  I'll buy that.  So, can you give an example of how assimilation would 
occur in this context?

Michael


Michael Britt

[email protected] 
www.thepsychfiles.com ( http://www.thepsychfiles.com/ )






On Jan 28, 2009, at 8:02 PM, [email protected] wrote:







Any time you modify a schema to take in new information, that is accomodation.

 
In a message dated 1/28/2009 1:08:57 P.M. Eastern Standard Time, 
[email protected] writes:


So the first question is: Is adding into your  
schema of "poetry" that "poetry is words that evoke images" an example  
of assimilation or accommodation?   I'm thinking assimilation.


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