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(Theory by Jean Piaget)Ms. Andrea B. MartinezDepartment of Behavioral SciencesUP—College of Arts and Sciences
Jean Piaget’s Cognitive Jean Piaget’s Cognitive Development TheoryDevelopment Theory
2
Human development
• Piaget’s concept revolutionized thinking
about children and their behavior.
Genetic epistemology
• The nature of knowledge in young children and how it
changes with development.
What is cognitive development?What is cognitive development?
3
Cognitive development• Refers to how a person
perceives, thinks, and gains understanding of the world through the interaction and influence of genetic and environmental/learned factors.
A child acts like a little scientist actively involved
in making guesses or hypothesis about how
the world works.
What is What is constructivism?constructivism?
4
What is constructivism?What is constructivism?
5
Constructivism• Children are active thinkers who are
constantly trying to construct more accurate or advanced understanding of the world around them.
• Children are not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge.
What do children use in actively What do children use in actively constructing their cognitive world?constructing their cognitive world?
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Schema• Children use schemas—
concepts or frameworks that already exist in a person’s mind which organizes and interprets information.
• Schemas help us to understand the world.
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How do children build their schema?
Through Through adaptation,adaptation,individuals individuals
build mental build mental representarepresenta--tionstions of the of the
world by world by direct direct
interaction interaction with it.with it.
Through Through adaptation,adaptation,individuals individuals
build mental build mental representarepresenta--tionstions of the of the
world by world by direct direct
interaction interaction with it.with it.
What are the components of adaptation?
Assimilation is the tendency to fit new
information into existing cognitive structures.
Assimilation is the tendency to fit new
information into existing cognitive structures.
Accommodation is the tendency to alter existing
concepts or mental frameworks in response to new information that is too different or too complex.
Accommodation is the tendency to alter existing
concepts or mental frameworks in response to new information that is too different or too complex.
Process of Cognitive GrowthProcess of Cognitive Growth
8
What is the importance What is the importance of adaptation?of adaptation?
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Importance of adaptation• Every experience a person has
involves both assimilation and accommodation.
• Events for which the person has corresponding schema are readily assimilated, but events for which the organism has no existing schema necessitate accommodation.
Process of Cognitive DevelopmentProcess of Cognitive Development
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But eventually, the cognitive system—because of both biological maturation and
past experiences—has completely mastered one level of functioning and is ready for new, qualitatively different challenges—the
child moves to a new stage of development.
Stages of Cognitive Development
(Theory by Jean Piaget)
Piaget’s theory of cognitive development is a stage theory—all human beings move
through an orderly and predictable series of
changes.
What are the stages of What are the stages of cognitive development?cognitive development?
12
Stages of Cognitive Development• Piaget believed all children pass
through these phases to advance to the next level of cognitive development.
• In each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world.
What are the stages of What are the stages of cognitive development?cognitive development?
13
Stages of Cognitive Development• Stages cannot be "skipped"; intellectual
development always follows this sequence.
• The ages at which children progress through the stages are averages—they vary with the environment and background of individual children.
• At any given time a child may exhibit behaviors characteristic of more than one stage.
What are the stages of What are the stages of cognitive development?cognitive development?
14
Stage 1.SENSORIMOTOR
This stage lasts from birth until 18 to
24 months
An infant ’ s knowledge of the world is limited to
their sensory perceptions and motor activities.
Behaviors are limited to simple motor responses
caused by sensory stimuli.
Children utilize skills and abilities they were born with, such as looking, sucking, grasping, and
listening, to learn more about the environment.
Stage 1. Stage 1. SensorimotorSensorimotor stagestage
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Sensorimotor Stage• During this period, infants are
busy discovering the relationships between their bodies and the environment.
• This stage involves the use of motor activity without the use of symbols and knowledge is limited as it is based on physical interactions and experiences.
1. Sensorimotor stage1. Sensorimotor stage!Piaget calls this the
sensorimotor stage because the early manifestations of intelligence appear from sensory perceptions and motor activities.
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1. Sensorimotor stage1. Sensorimotor stage
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Two most important features of sensorimotor thought
coordination of sensation and action
non-symbolic
aspect
Mental development is characterized by
considerable progression in the infant’s ability to
organize and coordinate sensations with physical
movements and actions.
Major Cognitive Accomplishments Major Cognitive Accomplishments of of SensorimotorSensorimotor StageStage
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Ideas of separate selves• Infants develop the concept
of separate selves—that is, the infant realizes that the external world is not an extension of himself.
• The child differentiates himself from objects.
Major Cognitive Accomplishments Major Cognitive Accomplishments of of SensorimotorSensorimotor StageStage
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Ideas of cause-and-effect• Things are understood with
respect to what actions can be performed on them.
• Through the concept of causality, infants realize that an object can be moved by hand.
Major Cognitive Accomplishments Major Cognitive Accomplishments of of SensorimotorSensorimotor StageStage
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Ideas of the self as agent of action• By coordinating sensory experience
with motor actions, infants discover that they can manipulate objects.
• Infants also recognize themselves as agents of action and gradually gain conscious, intentional control over their motor actions
1. Sensorimotor stage1. Sensorimotor stage
!At the beginning of this stage, an infant has one thinking problem: remembering that hidden objects still exist.!Thinking is limited to
the here-and-now.
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24abmartinez @ upm-psych171
Object permanence is one of the most important cognitive
accomplishments of an infant.
Object permanence is an understanding that objects and events continue to exist, even when they cannot be directly
seen, heard or touched.
1. 1. SensorimotorSensorimotor stagestage
To have a sense of object permanence requires some internal, mental
representation of an object.25
Object Object permanencepermanence
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..\..\..\psych 171\movies\piaget\Piaget - Stage 1 - Sensorimotor, Object Permenence[www[1].keepvid.com].mp4
Cognitive Skills of Cognitive Skills of SensorimotorSensorimotor StageStage
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Differentiates self from objects
Recognizes self as agent of action and begins to act intentionally, such as pulls a string to set mobile in motion or shakes a rattle to make a noise
Achieves object permanence: realizes that things continue to exist even when no longer present to the sense
Stage 2.PRE-OPERATIONAL
PERIODIt starts from 2
years old until 6-7 years old.
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Pre-operational Stage• This stage is marked by
growth of symbolic activity as children develop language and learn to engage in various kinds of plays.
Cognitive Abilities of Cognitive Abilities of PrePre--Operational ChildrenOperational Children
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Representational thought• The child begins to represent the
world symbolically such as words or mental images, hence the emergence of representational thought.
• Children acquire the ability to use symbols to solve problems or talk about things that are not present.
Cognitive Abilities of Cognitive Abilities of PrePre--Operational ChildrenOperational Children
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Engaging in imaginative play activities• Symbolic play—in which
children pretend that one object is another.
• Make-believe play—in which youngsters pretend to perform various activities they have seen adults perform.
Cognitive Abilities of Cognitive Abilities of PrePre--Operational ChildrenOperational Children
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Development of language• Children begin to think in
terms of verbal symbols or words—the development of language.
Language development is
one of the hallmarks of this period.
Children also become
increasingly adept at using symbols,
as evidenced by the increase in playing
and pretending
Role playing also becomes
important (e.g., roles of mommy, daddy, doctor“ or
teacher
Classifies objects by a single feature: e.g.
groups together all the red blocks
regardless of shape.
Stage 2. PreStage 2. Pre--Operational stageOperational stage
33Cognitive AbilitiesCognitive Abilities
Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Thinking is intuitive.– When asked why they knew
something, they do not give logical answers but offer personal insights.
– The child solves problem intuitively instead of in accordance with some logical rule.
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Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Children manifest egocentrism– Children have dif ficulty
understanding that others may perceive the world differently than they do.
– Egocentrism is the child ’s belief that everyone sees the world the same way that he does.
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..\..\..\psych 171\movies\piaget\Egocentrism [www[1].keepvid.com].mp4
Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Thinking is uni-dimensional– Children can think only one
aspect of something at one time, called centration.
• Lack the grasp of seriation– Children classif y objects but
only according to single category.
– Children lack the ability to arrange objects along some dimension.
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Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Lack understanding of conservation– Conservation pertains to a
belief in the permanence of certain attributes of objects or situations in spite of superficial changes in appearance.
37
..\..\..\psych 171\movies\piaget\Conservation task
[www[2].keepvid.com].mp4
Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Thought is irreversible– Children think of things in
terms of static configuration instead of reversible transformation.
– Children cannot mentally reverse cognitive operations.
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Cognitive Limitations of Cognitive Limitations of PrePre--Operational ChildrenOperational Children
!Difficulty distinguishing fantasy from reality – Children believe that
inanimate objects are alive and have feelings; they have a hard time understanding that a nightmare isn’t real.
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Children in this stage do not yet
understand concrete logic
Children cannot mentally
manipulate information
Children are unable to take the point of view of
other people, called egocentrism
Stage 2. PreStage 2. Pre--Operational stageOperational stage
40Cognitive LimitationsCognitive Limitations
Stage 3.CONCRETE
OPERATIONAL PERIODThis stage lasts
from 7 until about the age of 11.
Concrete Operational StageConcrete Operational Stage
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Piaget referred to this cognitive stage of development as concrete operations stage—referring to reversible abilities that children have developed.
This stage is marked by the emergence of logical thought but only on real, actual, concrete events.
43abmartinez @ upm-psych101
For Piaget, thinking process change significantly as children master new skills:• Classification—the ability
to group objects according to features
• Serial ordering —the ability to group according to logical progression or use of more than one category (seriation)
• Conservation—the ability to see how physical properties remains constant as appearance and form change. ..\..\..\psych 171\movies\piaget\Piaget - Stage 3 -
Concrete - Reversibility [www[1].keepvid.com].mp4
44abmartinez @ upm-psych101
For Piaget, thinking process change significantly as children master new skills:• Cause-and-effect relationship• Transitivity—the ability to
logically combine relations to understand certain conclusions.
• Concept of stable identity—one’s self remains consistent even when circumstances change
• Understanding of relationship between time and speed
Cognitive Abilities of Cognitive Abilities of Concrete Operational ChildrenConcrete Operational Children
!Concrete operati onal stage is also characterized by a loss of egocentric thinking.!Children at this stage do
not anymore confuse reality with fantasy.
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Cognitive Limitation of Cognitive Limitation of Concrete Operational ChildrenConcrete Operational Children
!Concrete operati onal stage is characterized by lack of abstract thinking as thought is dominated by what is physical or concrete.
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Stage 3. Concrete Operational stageStage 3. Concrete Operational stage
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Cog
niti
ve S
kills
Cog
niti
ve S
kills
Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7), and weight
(age 9)
Classifies objects according to several features and can order them in series
along a single dimension such as size.
Stage 3. Concrete Operational stageStage 3. Concrete Operational stage
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• Inductive logic involves going from a specific experience to a general principle.
• Children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event.
• Inductive logic involves going from a specific experience to a general principle.
• Children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event.
Logic
• Means an awareness that actions can be reversed.
• Being able to reverse the order of relationships between mental categories.
• Example: A child might be able to recognize that his dog is a Labrador, that a Labrador is a dog, and that a dog is an animal.
• Means an awareness that actions can be reversed.
• Being able to reverse the order of relationships between mental categories.
• Example: A child might be able to recognize that his dog is a Labrador, that a Labrador is a dog, and that a dog is an animal.
Reversibility
Stage 4.FORMAL OPERATIONAL
PERIODThis stage starts at
age 12 until adulthood.
Cognitive Abilities of Cognitive Abilities of Formal Operational StageFormal Operational Stage
!During this stage, the major features of adult thought make their appearance.!Thought is more abstract, idealistic and logical. !Thinking is also in terms of multi-dimensional
and hypothetical possibilities.
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Cognitive Abilities of Cognitive Abilities of Formal Operational StageFormal Operational Stage
!Abstract thought– Adolescents develop the
ability to think about and solve abstract problems—they can deal not only with real or concrete but with possibilities—in a logical manner.
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Cognitive Abilities of Cognitive Abilities of Formal Operational StageFormal Operational Stage
!Hypothetical-deductive reasoning– Adolescents are capable of hypothetical -deductive
reasoning—the ability to formulate hypothesis and theories about ways to solve problems.
– They can systematically deduce, or conclude, for them to arrive at a solution to a problem.
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..\..\..\psych 171\movies\piaget\Piaget - Stage 4 - Formal - Deductive Reasoning [www[1].keepvid.com].mp4
Cognitive Abilities of Cognitive Abilities of Formal Operational StageFormal Operational Stage
!Idealist thought– Adolescents ’ ability to
conceive possibilities beyond what is present in reality (e.g. to think of alternatives) permits them to be concerned with philosophical and ideological problems and to question the way in which adults run the world.
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Logical thinkingCan think logically
about abstract propositions and test
hypotheses systematically
Deductive logic requires the ability to use a general principle to determine a specific
outcome.
Abstract thoughtBecomes concerned with
the hypothetical, the future, and ideological
problemsBegins to consider
possible outcomes and consequences of actions,
a type of thinking important in long-term
planning.
Problem-solvingThe ability to
systematically solve a problem in a logical and methodical way
Children are often able to quickly plan
an organized approach to solving a
problem.
Stage 4. Formal Operational stageStage 4. Formal Operational stage
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SUMMARYSUMMARY
..\..\..\psych 171\movies\piaget\Piaget_s Cognitive Stages of Development [www[1].keepvid.com].mp4
Research on Piaget’s TheoryResearch on Piaget’s Theory
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