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

2. 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 Dr. K. A. Korb University of Jos

3. 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 Dr. K. A. Korb University of Jos

4. 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 Dr. K. A. Korb University of Jos

5. 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 Dr. K. A. Korb University of Jos

6. Piaget’s Stages of Development Age (in years) Key Characteristic Sensorimotor0-2 Thinks via senses Pre-Operational2-7 Can use mental symbols Thinks unidirectionally Egocentric Concrete Operations 7-11 Thinks concretely Reversibility Formal Operations 11+ Thinks abstractly Dr. K. A. Korb University of Jos

7. 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 Dr. K. A. Korb University of Jos

8. 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 Dr. K. A. Korb University of Jos

9. 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 Dr. K. A. Korb University of Jos

10. 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 Dr. K. A. Korb University of Jos

11. 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 Dr. K. A. Korb University of Jos

12. 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. Dr. K. A. Korb University of Jos

13. 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 Dr. K. A. Korb University of Jos

14. 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 Dr. K. A. Korb University of Jos

15. 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 Dr. K. A. Korb University of Jos

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

17. Mechanisms of Development Physical Maturation Experience with Environment Social Experience EquilibrationDevelopment Dr. K. A. Korb University of Jos

18. Comparing Developmental Theories Active/PassiveNature/NurtureStage/Continuous PiagetActiveBothStage Information Processing Sociocultural Neo-Piagetians Social Learning Psychosocial Attachment Ecological Systems 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. 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 Dr. K. A. Korb University of Jos

21. 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 Dr. K. A. Korb University of Jos

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