Cognitive Differences in 6th Graders and 12th Graders Jean Piaget Cognitive Differences in 6th Graders and 12th Graders

Theorist Background Lived from 1896 - 1980 Born in Switzerland Earned his Doctorate in the Natural Sciences Began scientific research in Child Psychology at age 23 Created open-ended questions and interviews to learn more about children’s ideas

Piagetian Theory Key Terms Assimilation Adaption Scheme/Schemata Decalage Conservation Operations Organization Accommodation Transformations Piaget’s Theory for Cognitive Development occurs in Stages. Piaget proposes four stages of development throughout a person’s life.

Fundamentals of Piaget “Knowledge is derived from action.”1 “The development of intelligence ... is dependent upon natural, or spontaneous processes.”1 The Stages occur Universally throughout the world and in an Invariant Sequence.

Sensorimotor (Observed generally from Birth to 2 Years) PreOperational (Observed generally from 2 Years to 7-8 Years) Sensorimotor is characterized by perceptions and movements as a child’s only tool for understanding. This intelligence is entirely practical and egocentric. Preoperational is distinguished by the genesis of symbolism. The symbolic actions are representative at a material level which is a result of egocentrism.

(Observed generally from 7-8 Years to 11-12 YEars) Concrete Operational (Observed generally from 7-8 Years to 11-12 YEars) An increase in: Interiorization, Coordinating, and Decentering Processes Ability to perform the processes of: Reciprocity and Inversion However, the functions that resemble formal operations are limited to the concrete, material realm.

Formal Operational Characterized by Hypothetico-Deductive Thought The fourth and final stage is Formal Operational. In general between begins about the ages of 11-12, Formal Operations begins. Characterized by Hypothetico-Deductive Thought Propositional Thought Possibilities Abstract Thought Experimental Method Systematic

Formal Vs. Concrete Operations NO propositional thought Grouping Processes Inversion of Classes only Reciprocity of relationships only Only Systematic in objects Formal Propositional Thought Combinative Processes Operations correspond to BOTH an Inverse and a Reciprocal. Systematic in all regards

Questions and Hypotheses 1. Do the answers of a person to questions and experiments define their level of cognitive development as according to Piaget? The answers of a person to questions and experiments will define their level of cognitive development as according to Piaget. 2. Can a differences be identified between the cognitive development of 6th graders and seniors in high school? A difference will be identified between the cognitive development of 6th graders and seniors in high school.

The Research

Conservation Tasks Number Length In Piaget’s study, he noted that most children come to understand the concept of Conservation in the following order: Number Length Liquid Mass Area Weight Volume

Conservation of Volume The Conservation of Volume task judges a participant’s ability to perform logical operations that are reversible. Piaget gives three arguments by which children achieve conservation: Identity, Compensation, and Inversion.

Conservation Data Arguments of Identity Participant Age Reason Would the water level be equal? Reason Female 6th Grader 11 Yes Same amount as before Male 6th Grader Female Senior-1 16 No-lower water level The shape is different which would affect the volume level Female Senior-2 17 Same Mass of Clay Male Senior-1 18 No-lower water level, then Yes Initially he said no, because the shape is different. However, he changed his mind after saying “thinking about it there is no logical reason for a difference.” Male Senior-2 Same Amount of Clay

Pendulum Problem The Pendulum Task assesses one’s ability to Separate Factors that affect an experimental setup using a Systematic Approach.

Pendulum Data Participant Age Reason Female 6th Grader 11 Weight What factor affects the frequency of oscillations? Reason Handled or observed Female 6th Grader 11 Weight Heaviest goes slowest, Lightest goes fastest handled Male 6th Grader Female Senior-1 16 String Length Shortest has Most Oscillations observed Female Senior-2 17 Male Senior-1 18 String Length and Pushing Short is most oscillations, but pushing makes it got even faster Male Senior-2 Failed to grasp the Experimental Method Eliminated other “factors” to isolate the true factor Pendulum Data

The Third Eye Task If you had a THIRD EYE and could choose where to place it, where would you put it?

The Third Eye The third eye task evaluates the participant's ability to use Abstract Concepts, which comes from Hypothetical Thought.

Third Eye Data Participant Age Where? Why? Female 6th Grader 11 Palm of Hand To “freak people out because there is an eye” Male 6th Grader Forehead He wants to be Cyclops Female Senior-1 16 Middle Back of Head See behind herself Female Senior-2 17 Opposite to current eyes Male Senior-1 18 See behind himself Male Senior-2 Back of Hand Movable Eye These answers are more abstract and useful in placement. From answers the participants gave it can be seen that the with the seniors’ answers are more abstract and also useful in placement. While the 6th grade female also

Conclusion of Research Do the answers of a person to questions and experiments define their level of cognitive development as according to Piaget? The answers of a person to questions and experiments do define their level of cognitive development as according to Piaget; however, Piaget’s concept of Decalage appears to be at play across all grade levels. 2. Can a differences be identified between the cognitive development of 6th graders and seniors in high school? A difference is identified between the cognitive development of 6th graders and seniors in high school; however, Piaget’s concept of Decalage appears to be at play across all grade levels.

Format of Problem demonstration Limitations Time Number of People Variety of People Setting of Interview Format of Problem demonstration

Piaget Nature vs. Nurture Nature Nurture Development of Intelligence is dependent upon natural, or spontaneous processes “Apart from the factors of maturation and experiment, the acquisition of knowledge naturally depends upon educational or social communications.”1 The Child must act upon an object in order to understand it.

Works Cited Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Inhelder, B. & Piaget, J. (1958). The growth of logical thinking: From childhood to adolescence. United States of America: Basic Books, Inc. Piaget, J. (1971). Science of education and the psychology of the child. New York: The Viking Press. Piaget, J. (1968). Six psychological studies. New York: Vintage Books.