Transcript Piaget*s Theory of Cognitive Development

How it is the Structure and Function of Cognition Unfolds
1. Born in Switzerland.
2. Worked with some “heavyweights” in France.
3. Concerned with manipulative behavior of
children-- how they come to know things.
 4. Developed an inductively built theory.
 5. His influence here in the U.S.
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A Theory is Made Up of Component Parts
Assumptions
The “givens of a theory
accepted w/o proof
Concepts
The elements on which
the theory is built
Structure
What the theory “looks”
like when it is graphically
illustrated
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Humans are biological organisms made up of
reflexes and drives.
Humans are not passive in their
development.
Humans a combination of genetic makeup
and environmental influences.
Mental growth consists of two processes: (a)
development and (b) learning
Schemata-- refers to cognitive structures.
Organization-- refers to the way schemata are
organized and set up.
 Adaptation-- refers to the invariant process of
change in schemata.
 Equilibrium-- refers to the cognitive balance that
humans strive for through out development
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Organize Schemata
Adapt Schemata
Assimilation
Accomodation
Formal Operational
Period
Concrete Operational
Period
Pre-operational Period
Sensorimotor Period
Plane of Thought
Formal Operational
Period
Concrete Operational
Period
Pre-operational Period
Sensorimotor Period
Plane of Action
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Substage 1: Reflexive or S-R Behavior
Substage 2: Primary Circular Reactions
Substage 3: Secondary Circular Reactions
Substage 4: Coordination of Secondary
Schemata
Substage 5: Tertiary Circular Reactions
Substage 6: New means through Mental
Combinations
O bj ec t
P er m ane n ce
Me nt al
R ep rese nt ati on s
S ym bol
S yst em
B eg ins w ith no visu al or manu al
search
M ent al R eprese nta tions c annot b e h eld
in mind: “ O ut o f Sigh t is O ut of Mind ”
N o u se o f symbols
S ea rch es for pa rti ally con ce aled
obj ec ts
M ent al R eprese nta tions a re b eginning
b e abl e to b e h eld in mind
S ea rches for co m ple tely
conc ea led obj ec ts
S ea rch ers a ft er visib le
di spl acem ent
S ea rch es after hidd en
di spl acem ent
to
M ent al R eprese nta tions a re abl e to b e
held in mind
M ent al R ep rese nta tions c
mind but th eir ext ern al
tent ativ e
M ent al R ep rese nta tions c
mind and th ey are
an be h eld in
exi stenc e is
an be h eld in
sec ur e
E m ergen ce o f rud imen tary
symbols
R ep rese nt ations a re cod ed
w ith symbol s: g estur es &
sounds
Symbol s are b ecom ing
mor e co m plex and are
mor e lingui sti c
Symbol ic Fun ction is
Ac hiev ed: Ges tur es a nd
L angu age
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Divided into 2 subperiods: The Preconceptual
(2-4) and The Intuitive (4-7)
Major Characteristic: Symbolic Function
evidenced by language, imaginative play,
increase in deferred imitation.
Acceleration of language is regarded as an
outcome of the development of
symbolization, rather than the inverse.
 Egocentrism
 Centration
 State
Fixation
 Unstable
Equilibrium
 Irreversibility
 Transduscive
Reasoning
 Conservation of Volume
 Conservation of Mass
 Conservation of Number
 Conservation of Length