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

2. 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

3. 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.

4. 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.

5. 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.

6. (Observed generally from 7-8 Years to 11-12 YEars)
Concrete Operational
(Observed generally from 7-8 Years to 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.

7. 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

8. 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

9. 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.

10. The Research

11. 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

12. 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.

13. 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

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

15. 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

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

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

18. 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

19. 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.

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

21. 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.

22. 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.