cognitive development: piaget believed that intelligence was not random, but was a set of organized...
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Cognitive Development: Piaget Believed that intelligence was not
random, but was a set of organized cognitive structures that the infant actively constructed
This construction occurs through the adaptation to the environment
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Adaptation: Two Mechanisms Assimilation:
Interpreting or construing environmental events in terms of one’s existing cognitive structures and ways of thinking
Accommodation: Changing one’s existing cognitive structures and
ways of thinking to apprehend environmental events
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Adaptation: Example
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Stages of Development Piaget believed that the development of
qualitatively different cognitive structures occurred through the processes of assimilation and accommodation.
When a qualitative change occurs, the infant/child enters a new stage of development
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Stage 1: Sensori-Motor (Birth-Age 2)
Intellectual functioning is organized around sensing information and performing actions accordingly.
This is entirely unconscious, self-unaware, and non-symbolic cognition.
6 substages of development
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Sensori-Motor Substage 1:Reflexes (0-1 month)
Reflexes are the behavioural foundation upon which more complex behaviours are based
Development occurs as the reflex behaviours are applied to a wider variety of stimuli and events (assimilation) Example: Sucking
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Sensori-Motor Substage 1:Reflexes (0-1 month)
With continued experience, the reflexive behaviours become modified (accommodation)
The infant then enters the second substage
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Sensori-Motor Substage 2:Schemes (1-4 months) Sensori-Motor Schemes:
An organized pattern of action (or behaviour) with which the infant interacts and comes to know the world.
Examples: Sucking and Grasping
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Sensori-Motor Substage 2:Schemes (1-4 months) Coordination or integration of previously
independent schemes
For example, the coordination of sensory
information, such as visual and auditory
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Sensori-Motor Substage 2:Schemes (1-4 months) Walker & Gibson (1983)
3.5 Months
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Sensori-Motor Substage 3: Procedures (4-8 months) According to Piaget, substage 2
schemes are directed inward That is, grasps for the sake of its grasping
than on the effect it has on the world
In this substage, schemes get directed outward
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Sensori-Motor Substage 3: Procedures (4-8 months)
The schemes develop into procedures of interesting actions that produce interesting effects in the world For example, banging on a pot with a wooden
spoon
Consequently, the procedure gets repeated Sounds like operant learning - infants do this at 2
mos.
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Sensori-Motor Substage 4:Intentional Behaviour (8-12 mos)
In previous substage, infant accidentally produces some outcome then repeats it
In this substage, infant wants to produce a particular outcome then figures out the action Uses one scheme as a means to obtain its
goal or end of exercising another scheme
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Sensori-Motor Substage 5:Experimentation (12-18 mos)
Trial-and-error exploration of the world to find new and different ways of acting on it.
Before this substage, the infant produces known actions that will produce mostly known outcomes
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Sensori-Motor Substage 5:Experimentation (12-18 mos) Here the infant produces new actions
and observes the effects
Example, pulling the rug to get an out-of-reach object
Perhaps, the precursor of tool use
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Sensori-Motor Substage 6:Representation (18-24 mos)
Before this substage, all actions, objects and outcomes occur externally
In this substage, the infant begins to think about and acting on the world internally
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Sensori-Motor Substage 6:Representation (18-24 mos) Example:
Naming an object that is not currently present but is just thought of.
Deferred Imitation Infant witnesses an action but does not reproduce
it Reproduces the witnessed action at a later time
Pretend or Symbolic Play
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Object Permanence Understanding that objects exist independent of our
ability to perceive them In substage 4, infants can search for hidden objects Limitations in this ability: A-not-B Task
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Object Permanence Understanding that objects exist independent of our
ability to perceive them In substage 4, infants can search for hidden objects Limitations in this ability: A-not-B Task
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Object Permanence Understanding that objects exist independent of our
ability to perceive them In substage 4, infants can search for hidden objects Limitations in this ability: A-not-B Task
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Object Permanence Understanding that objects exist independent of our
ability to perceive them In substage 4, infants can search for hidden objects Limitations in this ability: A-not-B Task
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A-not-B Task
Infant seems to understand the “permanence” of the object only in relation to their own action
Can handle this task by substage 5, but only if the object is visible when moved
Waits until substage 6 until infant can handle this task with invisible displacements
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Recent Work on Cognition during Sensori-Motor Stage Object Permanence
Baillargeon (1987)
Found that not until 4.5 months of age (substage 3) did infants increase attention to the impossible event
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Recent Work on Cognition during Sensori-Motor Stage Physical Events
Spelke et al. (1992)
Not until infants are 4 months of age do they look longer at the inconsistent result
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Stage 2: Pre-operational(2-6 yrs) Infants do trial-and-error internally Infants’ actions and thinking are not limited to
objects that are here and now Begin to develop the ability (around 5 but 3-4
years) to conserve the qualitative and quantitative identity of objects even when they change perceptually
By 6 years, can distinguish between current appearance and reality
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Conservation Examples
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Stage 2: Pre-operational(2-6 yrs)
Limitations Egocentrism: All
representation of the world is from one’s own perspective
- Centration: Focuses on only one aspect of a
problem at a time
- Animism: Thinks that inanimate objects have qualities of living things
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Stage 3: Concrete Operational
(6-12 yrs) Child is more logical and able to complete task not able to in Pre-Operation
period. Thinking is still with real or concrete objects and actions, and not yet abstract thinking
Conservation of Number is mastered by age 6 Conservation of Length & Weight is mastered by age 8 or 9 Class Inclusion - A subclass cannot be larger than the superordinate class that
includes it
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Class Inclusion 11 circles: 8 white and 3 yellow Ask child where there are more circles or more which
items
Pre-Operational:
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Class Inclusion
11 circles: 8 white and 3 yellow Ask child where there are more circles or more which
items
Concrete Operational:
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Stage 3: Concrete Operational
(6-12 yrs) Relations between
classes
Seriation - ordering
Transitivity - Tell infant, A is bigger than B and B is bigger than C. Then ask what is the relation between A and C
A
B
B
C
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Stage 3: Concrete Operational
(6-12 yrs) Infants and Children
may be more competent than proposed
For example, Number
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Stage 4: Formal Operational
The ability to think logically about things that are only possible and not necessarily real (or concrete) -- abstract thinking
Hypothetical-deductive reasoning
Not everyone reaches this stage: Studies have indictated that science and math
students better at this