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Jean Piaget (1896-1980) Background

Jean Piaget (1896-1980) Background. Baccalaureate in 1915 Doctorate of Science 1918 Malagologist (a student of mollusks) Published 25 professional papers by age 21 Always interested in psychology Worked with Simon of Simon-Benet fame Worked in Binet’s lab for 4 years standardizing tests

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Jean Piaget (1896-1980) Background

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  1. Jean Piaget (1896-1980) Background • Baccalaureate in 1915 • Doctorate of Science 1918 • Malagologist (a student of mollusks) • Published 25 professional papers by age 21 • Always interested in psychology • Worked with Simon of Simon-Benet fame • Worked in Binet’s lab for 4 years standardizing tests • Married, had 3 children whose development guidedhis research

  2. Research Focus (1919-1980) • 1921, Director of J.J. Rousseau Institute • Development of Children’s Intelligences • Prior to his research, young children were thought of as miniature adults. • Discover the characteristics of natural logic • Acting, speaking, reasoning in individuals in its various forms • Formed his framework from the disciplines of philosophy, biology and psychology

  3. Research Focus (1919-1980) • Richly detailed analyses of thinking and reasoning • Wrote prolifically • Hundreds of journal articles • Over a dozen books • Work has generated more interest than any other psychologist in the past 60 years

  4. Research Construct • Constructivist view of learning • Intelligence and knowledge are ever-changing processes • Mind has structures just as the body does • Cognition involves acts of organization and adaptation • Intellectual activity can not be separated from the total functioning of the organism • There are four basic cognitive concepts

  5. Essential Characteristics of Cognition Operations are basic units of logical thinking • A change in one feature of the situation is exactly compensated by another Characteristic • Conservation • A pile of 40 pennies transformed to 4 equal piles • The number of piles increases while the number per pile decreases • As a result of the manipulation, the essential nature of the object remains the same • 40 total pennies

  6. Essential Characteristics of Cognition • Transformation of the data or object can be restored to the original by an inverse operation • Reversibility • Capability of the child to simultaneously coordinate an operation and its inverse

  7. Basic Cognitive Concepts • Schemata • Concepts or Categories constructed by the child • Mental Structures that Adapt or Change to Organize the Environment • Each schema is represented as a file card that must be filed into the cognitive system. • As the child develops, the schemata become more differentiated

  8. Adaptation • Consists of two constructs • Assimilation (see the cow slide) • Child integrates new ideas, abilities into existing schemata • Accounts for growth • Accommodation • Creates a new schema or modifies an old one to accept the new stimulus that does not fit into a current schemata • Accounts for development

  9. Assimilation Four legs…bigger than cats...friendly Nice doggy!

  10. Assimilation The schema grows with each new element added that refines the child’s thinking. The balloon gets larger, but does not change it’sshape

  11. Accommodation Dog Schema? Horse Schema ? 4 legged thing schema People Schema? Cat Schema? Sometimes you just have to accommodate!

  12. Basic Cognitive Concepts • Equilibrium • State of balance between assimilation and accommodation • Self-regulatory mechanism necessary to ensure development • Allows external structures to be incorporated into the basic schemata of the child

  13. Basic Cognitive Concepts • Disequilibrium is the state of imbalance between assimilation and accommodation • Motivates the child to seek the balance of equilibrium

  14. Four Factors Necessary for Cognitive Development • Without the following four factors cognitive development is not possible • Maturation and heredity • Active Experience • Social Interaction • Equilibration

  15. Piaget’s Stages of Development • Sensori-Motor • Birth – Age 2 • Preoperational Thought • Ages 2-7 • Concrete Operational • Ages 7-11 • Formal Operations • Ages 11 or 12

  16. Sensori-motor • Behavior moves from reflexive construction of knowledge • Affectively move from asocial behavior to true social interchanges • Develops a sense of self separate from objects

  17. Preoperational Thought • Gains the ability to represent objects and events • Deferred imitation • Mimic something that hasn’t been seen in a while • Symbolic play • Imagination • Drawing • Moves from no preconception of drawing to real representations • Spoken language • Instrumental in developing rapid conceptual development occurring during this phase.

  18. Concrete Operational • The reasoning process becomes logical • Easily solves conservation problems • More social • Reversibility becomes possible • Seriation • Cooperation

  19. Formal Operations • Only half of the population develops all the possibilities of formal operations • A greater range of operations for logical thinking • Can reason about the past, present, • An engage in hypothetical-deductive reasoning and future

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