Piaget’s Theory of Cognitive Development

1. Piaget’s Theory of Cognitive Development Dr. K. A. Korb University of Jos

2. Dr. K. A. Korb University of Jos Outline • Overview • Description of Cognitive Development: Stages of Reasoning • Reasoning develops in four universal stages from birth through adolescence. • Child builds a different kind of schema in each stage. • Explanation of Cognitive Development: Cognitive Organization • Complex thinking is the result of private explorations • Thinking cycles through equilibrium and disequilibrium

3. Dr. K. A. Korb University of Jos Methodology • Primarily cross-sectional where children of multiple ages are given various cognitive tasks. Analyses examine the pattern of performance on the tasks by age • Error Analysis: Pattern of correct and incorrect answers determines the rule that is used to solve problems

4. Dr. K. A. Korb University of Jos Schema • Schema: Set of perceptions and ideas that are constructed to understand the world • Mental representation of the world • Piaget: Schemas affect how a person makes sense of the word and learns new things • Learning consists of restructuring existing schemas

5. Dr. K. A. Korb University of Jos Characteristics of Stages • Advancement to a new stage represents a qualitative change in thinking • Changes are abrupt • Each stage includes the cognitive structures and abilities of the previous stage • Learning builds on previous understanding • Children progress through the stages in exact order • However, there are individual differences in the rate of passing through stages • Children progress through all stages in a culturally invariant sequence • Children of all cultures progress through the same stages in the same order

6. Dr. K. A. Korb University of Jos Piaget’s Stages of Development

7. Dr. K. A. Korb University of Jos Sensorimotor Stage • Sensorimotor: Understand the environment from physical actions • Infants initially interact with the environment via natural reflexes • Reflexes become more adaptive as infants learn to apply movements to novel situations • Learn to behave in goal-directed manner

8. Dr. K. A. Korb University of Jos Sensorimotor Stage:Object Permanence • Object Permanence: Object exists even when one cannot sense it  Mental symbolism • Phase 1: If an object disappears, will not search for it • Phase 2: Only search for object if partially hidden or the object is taken while the child was engaged • Phase 3: A-not-B Error • Will search for an object in its first hiding spot • Phase 4: Continue to search for an object until it is found

9. Dr. K. A. Korb University of Jos Pre-Operational Stage • Children enter the Pre-Operational stage when they acquire Object Permanence • Reflects the ability to mentally represent objects • Pre-Operations: Use symbols to represent objects and events • Egocentrism: Incomplete differentiation of self and the world • Difficulty taking another person’s points of view • “Americans are stupid. If I ask them where the rue du Mont-blanc[Terminus] is, they cannot tell me.” • Unidimensionality: Focus only on one dimension of a problem

10. Dr. K. A. Korb University of Jos Concrete Operational Stage • Conservation: Physical properties of an object stay the same despite superficial changes in appearance • Performance on the conservation tasks reflects the presence or absence of mental operations • Mental operation: Internalized mental action on an object or event

11. Dr. K. A. Korb University of Jos Concrete Operational Stage • Concrete Operations: Perform mental operations on concrete objects • Children in concrete operations understand: • Reversibility: Operations are reversible and the object will keep the same properties despite transformations • If pour the water back into the original glass, there will be the same amount • Class inclusion: One category can be included in another

12. Dr. K. A. Korb University of Jos Formal Operational Stage • Formal operations: Mental operations are not limited to concrete objects but can also be applied to verbal logical statements • Children can think abstractly • What would have happened if the British had not colonized Nigeria? • Plan a systematic approach to solving a problem • Determine which mixture of five colorless liquids produces a yellow color.

13. Dr. K. A. Korb University of Jos Cognitive Organization • Cognitive Organization: Tendency for thought to consist of systems whose parts are integrated to form a whole • The mind actively seeks to understand the environment and organize facts into a coherent explanation • Equilibrium: Balance between world and mind • Occurs when schema works to explain world • Disequilibrium: Disconnect between world and mind • Occurs when schema cannot explain the world • Uncomfortable

14. Dr. K. A. Korb University of Jos Cognitive Organization • Cognitive Adaptation: Innate tendency for the mind to adapt the schema to fit the environment • Assimilation: Fit new information to match the current schema • Interpret the world in terms of the mind • We do not see things as they are, we see them as we are. -Anais Nin • Accommodation: Change the schema to explain the new information • Mind is changed because of the world

15. Dr. K. A. Korb University of Jos Cognitive Organization • Only moderately discrepant events can be accommodated • If the information is too different from a person’s schema, then the information will simply be dismissed • Cognitive development can only proceed in small steps • Equilibration can refer to the following: • Frequent process of understanding daily activities • Final level of achievement within each stage • Process of developing more sophisticated types of thought

16. Dr. K. A. Korb University of Jos Equilibrium Encounter new information Information is dismissed Disequilibrium Accommodate Yes Yes Assimilate Does schema explain new information? Is the information moderately discrepant? No No

17. Dr. K. A. Korb University of Jos Mechanisms of Development

18. Comparing Developmental Theories Dr. K. A. Korb University of Jos

19. Critique of Piaget • Strengths • Identify central role of cognition in development • Wide scope of the theory • Ecological validity: Explains everyday behavior • Weaknesses • Inadequate support for the stage concept • Each stage is a qualitative change in cognition • Progress through stages in culturally invariant sequence • Not all cultures reach Formal Operations • Most adults rarely apply Formal Operations thinking • Underestimates children’s abilities • Lack of rigorous research methods

20. Dr. K. A. Korb University of Jos Contributions of Piaget to Psychology • Provided a comprehensive theory of cognitive development • Children think differently than adults • Learning is an active process • Children are naturally curious

21. Dr. K. A. Korb University of Jos Contributions of Piaget to Education • Use students’ existing schemas to help them learn new information • Know when students have misconceptions that need to be changed • Use moderate disequilibrium to stimulate interest by providing experiences that contradict students’ current beliefs • Let students discuss and exchange information with their peers • Ask students to explain their reasoning and then challenge illogical explanations

22. Dr. K. A. Korb University of Jos Revision • Describe Piaget’s four stages of cognitive development. • Describe Piaget’s concept of Cognitive Organization.