Formal Operational Thinking in Piaget’s Theory of Cognitive Development By Kaitlyn Lissner

Jean Piaget Born in Switzerland in 1896 Born in Switzerland in 1896 Published first article at age 10 Published first article at age 10 Received doctorate at 21 and began research on child psychology and development and genetic epistemology at age 23 Received doctorate at 21 and began research on child psychology and development and genetic epistemology at age 23 Began work at Rousseau Institute in Geneva in 1921 Began work at Rousseau Institute in Geneva in 1921 Studied development of his own children Studied development of his own children

Piaget’s Stage Theory Four periods Four periods Sensorimotor Intelligence Sensorimotor Intelligence Preoperational Thought Preoperational Thought Concrete Operations Concrete Operations Formal Operations Formal Operations NOT genetically determined NOT genetically determined Assimilation Assimilation Accommodation Accommodation Organization Organization Equilibrium****** Equilibrium****** Active Construction Process Active Construction Process Stage concept*** Stage concept*** Invariant Invariant Qualitatively different patterns Qualitatively different patterns General characteristics General characteristics Hierarchic integration Hierarchic integration Sets of executive strategies Sets of executive strategies Cross-cultural Cross-cultural Cognitive performance vs. cognitive competence Cognitive performance vs. cognitive competence

Stages of Cognitive Development Period I: Sensorimotor Intelligence (birth to 2 years) Period I: Sensorimotor Intelligence (birth to 2 years) Stage 1:The Use of Reflexes Stage 1:The Use of Reflexes Stage 2: Primary Circular Reactions Stage 2: Primary Circular Reactions Stage 3: Secondary Circular Reactions Stage 3: Secondary Circular Reactions Stage 4: Coordination of Secondary Schemes Stage 4: Coordination of Secondary Schemes Stage 5: Tertiary Circular Reactions Stage 5: Tertiary Circular Reactions Stage 6: Beginnings of Thought Stage 6: Beginnings of Thought Period II: Preoperational Thought (2 to 7 years) Period II: Preoperational Thought (2 to 7 years) Period III: Concrete Operations Period III: Concrete Operations Period IV: Formal Operation Period IV: Formal Operation

Concrete Operations The third period, (7 to 11 years) The third period, (7 to 11 years) Internal contradiction Internal contradiction Conservation Conservation Identity Identity Compensation Compensation Inversion Inversion Classification Classification Decrease in egocentrism Decrease in egocentrism Moral autonomy Moral autonomy Decrease in animism Decrease in animism  Concrete objects and real activities

Formal Operations Fourth and final period, (11 years to adulthood) Fourth and final period, (11 years to adulthood)  Hypothetico-deductive reasoning and abstract thinking Control-of-variable strategy Control-of-variable strategy Highest level of equilibrium Highest level of equilibrium Application to social life, as well as math and science Application to social life, as well as math and science ‘New’ egocentrism ‘New’ egocentrism

Relevant Research There have been studies that have both supported and challenged Piaget’s research in Geneva. There have been studies that have both supported and challenged Piaget’s research in Geneva. Pendulum task Pendulum task Factors such as different types schools or social environments have shown a more significant number of children stuck in concrete Factors such as different types schools or social environments have shown a more significant number of children stuck in concrete

Questions Do college freshman demonstrate all aspects of the formal operation stage? Do college freshman demonstrate all aspects of the formal operation stage? Which aspects of the formal operational stage are they most likely and least likely to demonstrate? Which aspects of the formal operational stage are they most likely and least likely to demonstrate? Are there patterns of significance between male and female students? Are there patterns of significance between male and female students?

Hypotheses College freshmen will display formal operations in many, if not all, of the tests. College freshmen will display formal operations in many, if not all, of the tests. College freshmen will be most successful with the inferential reasoning test and struggle the most with the ‘Three Brothers Test.” College freshmen will be most successful with the inferential reasoning test and struggle the most with the ‘Three Brothers Test.” Female college freshman will have a slightly firmer grasp of formal operations. Female college freshman will have a slightly firmer grasp of formal operations.

Methodology Participants Participants Convenience sample of 10 UD freshman (age 18-19) Convenience sample of 10 UD freshman (age 18-19) 5 girls 5 girls 5 boys 5 boys Setting Setting Various locations on the University of Dallas campus Various locations on the University of Dallas campus Procedure Procedure 1.Have participant read and sign consent form 2.Ask participant the four questions 3.Record responses

Limitations and Assumptions Limitations Limitations Only 10 participants Only 10 participants Distractions Distractions Understanding of the questions Understanding of the questions Assumptions Assumptions Cooperation Cooperation Effort Effort

The Test Question 1: Inferential Reasoning Test Question 1: Inferential Reasoning Test “If Kelly is taller than Ali, and Ali is taller than Jo, who is the tallest?” “If Kelly is taller than Ali, and Ali is taller than Jo, who is the tallest?” Question 2: Piaget’s Third Eye Problem Question 2: Piaget’s Third Eye Problem “Where would you put an extra eye, if you had a third one, and why?” “Where would you put an extra eye, if you had a third one, and why?”

Question 3: Card Problem Question 3: Card Problem Each card has a letter on one side and a number on the other. If there is a vowel on one side of the card, then there has to be an even number on the other. Which of the four ‘cards’ shown here do you have to turn over before you can tell whether they follow this rule? Why? Each card has a letter on one side and a number on the other. If there is a vowel on one side of the card, then there has to be an even number on the other. Which of the four ‘cards’ shown here do you have to turn over before you can tell whether they follow this rule? Why? K4 Question 4: Three Brothers Problem Question 4: Three Brothers Problem “Find the contradiction in this statement— I have three sisters, Sally, Jane and myself.” “Find the contradiction in this statement— I have three sisters, Sally, Jane and myself.”

Evaluation Answers scored between 1 and 3 Answers scored between 1 and 3 1-Concrete/low level formal operations 1-Concrete/low level formal operations 2-Moderate formal opeations 2-Moderate formal opeations 3-Formal operations 3-Formal operations Question 1: Question 1: Objective Objective Correct answer is Kelly Correct answer is Kelly Use of materials Use of materials Question 2: Question 2: Subjective Subjective Creativity Creativity Reasoning Reasoning

Question 3: Question 3: The E card and the 7 card. The E card absolutely must have an even number on the other side. Since 7 is an odd number, you have to turn the 7 card over to make sure there is no vowel on the other side, because that would break the rule. Since the rule does not say anything about what should be on the other side of a card with a consonant, such as K, and does not say that there has to be a vowel on the other side of a card with an even number, such as 4, you do not need to check those cards. The E card and the 7 card. The E card absolutely must have an even number on the other side. Since 7 is an odd number, you have to turn the 7 card over to make sure there is no vowel on the other side, because that would break the rule. Since the rule does not say anything about what should be on the other side of a card with a consonant, such as K, and does not say that there has to be a vowel on the other side of a card with an even number, such as 4, you do not need to check those cards. Objective/subjective Objective/subjective Reasoning Reasoning

Question 4: Question 4: Ability to identify the contradiction Ability to identify the contradiction Explain why there is contradiction Explain why there is contradiction Type 1-Participant does not see myself as sisters; he forgets or does not know that myself am a sister to my sisters Type 1-Participant does not see myself as sisters; he forgets or does not know that myself am a sister to my sisters Type 2-Participant realizes that if I have two sisters, than I must be their sister Type 2-Participant realizes that if I have two sisters, than I must be their sister Type 3-Participant puts myself on equal level with the sisters; he sees the problem as a lack of a third name Type 3-Participant puts myself on equal level with the sisters; he sees the problem as a lack of a third name Type 4-Participant finds the real solution; either I have only two sisters or there is a missing, unnamed sister Type 4-Participant finds the real solution; either I have only two sisters or there is a missing, unnamed sister

Responses SubjectAgeQuestion 1Question 2Question 3Question 4 Female 118Kellyprobably on my shoulder cuz it wouldn’t be in the way and I could see behind me and cover it if I needed to the E to see if there is an even and the 7 to make sure there is not a vowel the myself because if you had three siters you would have listed another because you cannot be your own sister. Female 219Kellyin my hand so I could stick it into rooms without people seeing me E to see if there is an even number, and K to see if there was an odd that’s not three sisters. Its three children. Myself is not your sister. Female 318Kellyback of my head so I could see what is behind me all of them because E is a vowel and K is a consonant. in order to prove the vowel has an even you have to turn that one and the consonant to see if it has an odd. Turn the numbers to see if there are vowels myself is wrong because if you have three sisters, you shouldn’t include yourself. Where is the other sister? Female 419Kellyback of my head so I could see people coming I have no idea, maybe like turn over the numbers to see what letters are on the back you only said two sisters and you mentioned yourself Female 518Kellyif I was a guy I would put it on the back of my head, but I have too much hair, but I think I'll still just go with that you would have to turn them all over too see if they follow the rule yourself is not a sister

SubjectAgeQuestion 1Question 2Question 3Question 4 Male 118Kellyforehead, otherwise the line of sight wouldn't match with the other eyes and your brain wouldn't be able to interpret and blend the different directions all 4. you would have to flip all of them because you need to know if the letters have letters or the numbers have numbers. the myself part. You can't be your own sister unless you have multiple personalities or something Male 219Kellyback of the head so that you could see behind E never said that the even numbers had vowels you're not your own siter, who is your other sister? Unless myself is a name, which would suck Male 318Kellypalm so you could look around corners, if it was on the back of your head it would be covered by your hair unless you shaved a spot on your head all of them. A law says that it works ever single time. So to prov ethat you would have to test the law as many times as possible, so you need to flip every card You are not your own sister. You are three sisters but you only have two Male 419KellyI don’t think it would look very good, so maybe right peripheral since im right dominant but I don’t think it would very helpful, not aesthetically pleasing and hard with sunglassess E because it’s the only vowel and 4 and 7 could still have consonant you are referring to yourself as a sister, unless you have a sister whose name is myself which mean your parents are high Male 519Kellyforead because I don’t want it anywhere else plus I don’t need another E because of the rule. if it’s a vowel you have to figure out if it has an even number myself is not a sister. You can't be your own sister.

Results Question 1: Inferential Reasoning Question 1: Inferential Reasoning *None of the subjects needed to write to answer the question

Question 2: Piaget’s Third Eye Test Question 2: Piaget’s Third Eye Test

Question 3: Card Problem Question 3: Card Problem

Question 4: Three Brothers Problem Question 4: Three Brothers Problem

Overall Results 1-Cocnrete/low formal operations 2-Moderate formal operations 3-Formal operations

Averages

Conclusions Overall, college freshman showed a moderate grasp of formal operation, thus supporting the hypothesis. Overall, college freshman showed a moderate grasp of formal operation, thus supporting the hypothesis. College freshman were most successful with the Inferential Reasoning test, but least successful with the Card Problem. The hypothesis was both supported and rejected. College freshman were most successful with the Inferential Reasoning test, but least successful with the Card Problem. The hypothesis was both supported and rejected. Girls scored higher than the boys by 0.1. The value is too small to state that the difference is significant. Girls scored higher than the boys by 0.1. The value is too small to state that the difference is significant.

Improvements More tests to encompass more diversity More tests to encompass more diversity More complicated tests More complicated tests Better evaluation methods Better evaluation methods Clearer question wording Clearer question wording Record participants’ areas of interest Record participants’ areas of interest Record participants’ type of schooling Record participants’ type of schooling

Works Cited Crain, William. “Piaget’s Cognitive-Developmental Theory.” In Theories of Development: Concepts and Applications, th ed. Upper Saddle Ridge, New Jersey: Prentice Hall, Inc., Day, Mary Carol. “Thinking at Piaget’s Stage of Formal Operations.” Educational Leadership, October (1981): Dubuc, Bruno. “Piaget’s Model of Cognitive Thinking.” The Brain From Top to Bottom. Accessed October 15, thebrain.mcgill.ca/flash/a/a_09/a_09_p/a_09_p_dev/ a_09_p_dev.html Piaget, Jean. “Formal Thought and Relational Judgments.” In Judgment And Reasoning In The Child. New York: Harcourt, Brace and Company, Science of Education and the Psychology of the Child. New York, New York: The Viking Press, Inc., 1971.