Cognitive Theory - Jean Piaget

Jean Piaget

Cognitive Theory

assimilation

responding to a new stimulus through existing cognitive structures

schema

pattern of action or a "mental structure" involved in acquiring or organizing knowledge

accommodation

creation of new ways of responding to objects or looking at the world

assimilation

inclusion of a new event into an existing schema

schema

hypothetical mental structure that permits the classification and organization of new information

sensorimotor stage

STAGE:
newborn infant is capable of assimilating novel stimuli only to existing reflexes

sensorimotor stage

STAGE:
infant does not connect stimuli perceived through different senses

sensorimotor stage

STAGE:
infant begins to coordinate vision with grasping to look at the object being held or touched

sensorimotor stage

STAGE:
characterized by coordination of sensory information and motor activity, early exploration of the environment, and lack of language

object permanence

sensorimotor stage:
recognition that objects removed from sight still exist, as demonstrated in young children by continued pursuit

sensorimotor stage

STAGE:
learning to coordinate perception of the self and of the environment with motor activity

preoperational stage

STAGE:
characterized by the use of words and symbols to represent objects and relationships among them

egocentrism

preoperational children cannot understand that other people do not see things the same way they do

preoperational stage

STAGE:
think one-dimensionally, focuses on one aspect of a problem or situation at a time

animism

preoperational children attribute life and consciousness to physical objects like the sun and the moon

artificialism

preoperational children believe that environmental events like rain and thunder are human inventions

preoperational stage

STAGE:
characterized by illogical use of words and symbols, spotty logic, and egocentrism

egocentrism

assumption that others view the world as one does oneself

law of conservation

holds the basic properties of substances such as mass, weight, and volume remain the same when one changes superficial properties such as shape or arrangement

conservation

recognition that basic properties of substances such as weight and mass remain the same when superficial features change

objective responsibility

preoperational stage:
basis of judgement is of the amount of damage they have done, not their motives or intentions

7-12 y/o

concrete operational stage AGE

2-7 y/o

preoperational stage AGE

newborn - 2 y/o

sensorimotor stage AGE

concrete operational stage

shows the beginnings of the capacity for adult logic, but it involves tangible objects rather than abstract ideas

decentration

concrete operational stage:
can center on two dimensions of a problem at once

subjective moral judgments

concrete operational stage:
basis of judgment are the motives of wrongdoers as well as on the amount of damage done

concrete operational stage

this stage understands the law of conservation

reversibility

recognition that many processes can be undone so that things are restored to their previous condition

concrete operational stage

STAGE:
children are less egocentric and take on the perspective of others and view the world, and themselves, from other people's perspectives

concrete operational stage

STAGE:
children's own sets of values begin to emerge and acquire stability in this stage

concrete operational stage

STAGE:
characterized by logical thought concerning tangible objects, conservation, and subjective morality

decentration

simultaneous focusing on more than one dimension of a problem, so that flexible, reversible thought becomes possible

subjective moral judgment

moral judgment is based on the motives of the perpetrator

maturation

the focus of the cognitive theory

maturation

invariant sequences suggest an unfolding of the genetic code

sensorimotor stage

STAGE:
development based on reflex

sensorimotor stage

STAGE:
information is gained through senses

sensorimotor stage

STAGE:
begins to understand concept of permanence

sensorimotor stage

STAGE:
develop problem solving behavior through trial and error

preoperational stage

STAGE:
develop ability to share experiences with others, uses symbols, and show rudimentary logical mental operations

centration

preoperational stage:
ability to focus on only one aspect of the properties of an object

centration

preoperational stage:
not able to understand that the object can have multiple properties without inherently changing

concrete operational stage

logical thoughts on tangible objects

concrete operational stage

can create inferences that responds to inferred reality or facts

formal operational stage

STAGE:
represents cognitive maturity

11 or 12 y/o

beginning of adolescence AGE

formal operational stage

STAGE:
classification, logical thought, and the ability to hypothesize

formal operational stage

STAGE:
ability to think about ideas as well as objects and to group and classify them

formal operational stage

STAGE:
ability for abstract thinking

formal operational stage

STAGE:
exercises higher order thinking e.g. synthesis and evaluation

formal operational stage

STAGE:
derive rules for behavior from general principles and can focus, or center, on multiple aspects of a situation at once to solve problems

formal operational stage

STAGE:
capable of dealing with hypothetical situations

adolescent egocentrism

formal operational stage:
demand acceptance of their logic without recognizing the exceptions or practical problems that may be considered by adults

imaginary audience, personal fable

adolescent egocentrism < (2)

imaginary audience

adolescent egocentrism:
belief that other people are as concerned with our thoughts and behavior as we are

imaginary audience

adolescent egocentrism:
center of attention and assume that other people are also preoccupied with their appearance and behavior

imaginary audience

adolescent egocentrism:
drive the intense adolescent desire for privacy, explains why theyre so self-conscious

personal fable

adolescent egocentrism:
belief that our feels and ideas are special, even unique, and that we are invulnerable

personal fable

adolescent egocentrism:
underlie adolescent showing off and risk taking