Jean Piaget's Theory of Cognitive Development

Jean Piaget

Swiss psychologist known for developmental theory.

Epistemology

Study of knowledge and its origins.

Standardized IQ tests

Tests developed to measure intelligence consistently.

Schema

Organized unit of knowledge for understanding situations.

Observation

Method of gathering data through watching behavior.

Interviews

Method of questioning to gauge children's understanding.

Intrinsic motivation

Internal drive to learn and explore.

Hypotheses

Proposed explanations tested by children.

Assimilation

Incorporating new experiences into existing theories.

Accommodation

Modifying theories based on new experiences.

Equilibrium

Balance between assimilation and accommodation.

Disequilibrium

State when existing theories are inadequate.

Equilibration

Process of reorganizing theories for advancement.

Cognitive processes

Mental activities involved in learning and understanding.

Child as scientist

Children actively explore and test their environment.

Developmental observations

Key method for launching Piaget's career.

Assimilation

Integrating new experiences into existing schemas.

Accommodation

Modifying schemas to incorporate new experiences.

Equilibration

Balancing assimilation and accommodation processes.

Disequilibrium

State when existing schemas cannot handle new information.

Object Permanence

Understanding that objects exist when not visible.

A not B Error

Searching for an object where it was previously found.

Reflex Activity

Basic reflexes like sucking and grasping (0-1m).

Primary Circular Reactions

Repeating actions centered on the infant's body (1-4m).

Secondary Circular Reactions

Repeating actions involving objects (4-8m).

Coordination of Secondary Schemes

Coordinating actions to achieve goals (8-12m).

Tertiary Circular Reactions

Experimenting with object properties through trial and error (12-18m).

Symbolic Problem Solving

Using internal mental strategies for problem solving (18-24m).

Sensorimotor Knowledge

Knowledge gained through sensory and motor interactions.

Intentionality in Infants

Infants differentiate means and ends in actions.

Major Cognitive Changes

Significant cognitive development occurs at ages 2, 7, 11.

Substage One

Basic reflexes develop (0-1 month).

Substage Two

Beginning to operate on objects (1-4 months).

Substage Three

Repeats actions towards objects (4-8 months).

Substage Four

Achieves object permanence (8-12 months).

Substage Five

Trial and error learning about objects (12-18 months).

Substage Six

Beginning of symbolic thought and inference (18-24 months).

Poor hand-eye coordination

Difficulty coordinating visual input with motor actions.

Poor planning ability

Inability to organize tasks or foresee outcomes.

Preoperational Stage

Stage where symbolic function develops in children.

Symbolic function

Using symbols to represent objects and events.

Semi-logical thinking

Thinking that lacks full logical reasoning.

Preconceptual substage

Ages 2-4, characterized by egocentrism and animism.

Intuitive substage

Ages 4-7, develops dual representation capacities.

Centration

Narrowly focused thought limiting reasoning abilities.

Conservation of liquid task

Understanding that liquid volume remains unchanged.

Conservation of length task

Understanding that length remains unchanged despite spacing.

Animism

Attributing life to inanimate objects.

Egocentrism

Seeing the world solely from one's own perspective.

Mountain task

Test revealing children's egocentric viewpoints.

Theory of Mind

Understanding others' mental states and perspectives.

False-belief task

Test assessing understanding of others' beliefs.

Concrete Operational Stage

Ages 7-11, logical operations applied to concrete experiences.

Balance Beam Task

Task requiring weight counting and distance assessment.

Formal Operations Stage

Adolescence and beyond, abstract and hypothetical reasoning.

Piaget's Theory

Foundation of cognitive development discipline.

Competence/performance distinction

Difference between ability and demonstration of skills.

Neo-nativists

Theorists believing infants possess innate knowledge.

Violation of Expectations

Infants' surprise at impossible events indicating reasoning.

Renee Baillargeon

Researcher studying infants' understanding of physical laws.

Zone of Proximal Development

Difference between independent and guided learning.

Scaffolding

Tailored support based on learner's competence.

Vygotsky's Sociocultural Theory

Cognitive development driven by social interactions.

Collaborative Learning

Learning enhanced through group interactions.

Information-Processing Models

Mind compared to a computer for processing information.

Input

Information received through attention and perception.

Storage and retrieval

Encoding and recalling information.

Software

Applying information to solve problems.