JEAN PIAGET

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JEAN PIAGET
COGNITIVE-DEVELOPMENTALTHEORY
This presentation was originally created by
Professor Frank PajaresDivision of Educational
StudiesEmory University And has been adapted by
Professor Jenefer Husman Division of Psychology
in Education Arizona State University
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BASIC ASSUMPTIONS
A PERSON . . .

• HAS HEREDITARY ORGANIC REACTIONS
• IS NATURALLY ACTIVE
• IS BORN WITHOUT MIND
• NEEDS TO ADAPT TO ENVIRONMENT
• TO ADAPT, ORGANIZES THINKING INTO STRUCTURES
  (SCHEMAS)

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GENETIC EPISTEMOLOGY

• HUMAN DEVELOPMENT IS AN INTERACTION BETWEEN
  BIOLOGY AND ENVIRONMENT
• QUEST FOR KNOWLEDGE IS BIOLOGICALLY FOUNDED

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BEHAVIOR
Cognitive Development
MEDIATING MECHANISMS
Adaptation Disequilibrium
COGNITIVE CONFLICT
ACTIVE AGENCY
Developmental stages
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ASSUMPTIONS of PIAGETIAN THEORY

• PEOPLE are ACTIVE LEARNERS who CONSTRUCT MEANING
  and KNOWLEDGE for THEMSELVES
• INDIVIDUALS SEEK COGNITIVE EQUILIBRIUM

NEED FOR HARMONY BETWEEN SENSORY INFORMATION AND
ACCUMULATED KNOWLEDGE (from biological concept of
homeostasis)
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TO MAINTAIN EQUILIBRIUM, individuals ADAPT to
their environment and ORGANIZE their knowledge
ADAPTATION AND ORGANIZATION are essential
to EQUILIBRATION
The process of maintaining equilibrium
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Individuals adapt to their environments and
organize their knowledge through the processes of
ASSIMILATION ACCOMMODATION
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STAGES OF COGNITIVE DEVELOPMENT
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• PREOPERATIONAL

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PREOPERATIONAL STAGE
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CONSERVATION OF LIQUIDS
PREOPERATIONAL STAGE
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PREOPERATIONAL STAGE

• CONSERVATION OF SOLIDS
• OF MASS
• OF VOLUME
• OF NUMBER

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PREOPERATIONAL STAGE
CONSERVATION OF NUMBER
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PREOPERATIONAL STAGE
ANIMISM
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PREOPERATIONAL STAGE
IMMACULATE PERCEPTION
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CHARACTERISTICS OF PREOPERATIONAL STAGE

• UNSYSTEMATIC and ILLOGICAL THOUGHT
• DIFFICULTY WITH CONSERVATION
• TRANSDUCTIVE THINKING
• GROWTH OF SYMBOLIC ACTIVITY
• MORAL JUDGMENT BEGINS (Perspective Taking)
• ANIMISM, IMMACULATE PERCEPTION
• EGOCENTRICISM
• EGOCENTRIC SPEECH
• PREOPERATIONAL CONCEPTION OF TRAGEDY

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THE 5-TO-7 SHIFT
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• PREOPERATIONAL

• CONCRETE OPERATIONS

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CHARACTERISTICS OF CONCRETE OPERATIONS

• LOGICO-MATHEMATICAL THOUGHT
• SOCIOCENTRIC LANGUAGE
• HIERARCHICAL CLASSIFICATION
• SERIATION (LOGIC OF RELATIONS)
• CONSERVATION

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CHILDREN USE THREE ARGUMENTS TO CONSERVE
IDENTITY COMPENSATION
YTILIBISREVER
REVERSIBILITY
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• PREOPERATIONAL

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HOW MANY POSSIBLE DIFFERENT PAIRS OF LETTERS CAN
BE MADE WITH THE LETTERS? A B C D

• 6 - AB AC AD BC BD CD

WHAT IF A LETTER COULD BE USED TWICE?

• 10 - Add AA BB CC DD

WHAT IF REVERSING THE LETTERS CONSTITUTED A
DIFFERENT PAIR?

• 16 - Add BA CA DA CB DB DC

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WHAT IS THE NEXT NUMBER IN THE SEQUENCE
1 2 5 13 34
___
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THE NEXT LOGICAL LETTER IN THE SEQUENCE B C
D G J ___
O
DECEMBER IS TO WINTER AS ____________ IS TO LIFE
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LOVE IS TO PAIN AS ____________ IS TO
____________
SUPPOSE YOUR MOTHER WAS YOUR SISTER. WHAT WOULD
YOUR BROTHER BECOME?
YOUR COUSIN
IF 3X 15 AND 2Y 3X, WHAT IS 2X Y?
17 1/2
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EXPLAIN
IM A SLOW WALKER, BUT I NEVER WALK
BACK. WORDS ARE LIKE WINTERS SNOWFLAKES. BAD
HERDSMEN RUIN THEIR FLOCKS.
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CHARACTERISTICS OF FORMAL OPERATIONS

• HYPOTHETICO-DEDUCTIVE THINKING
• METACOGNITION
• REAL vs POSSIBLE
• SYSTEMATIC THOUGHT
• ABSTRACT CONCEPTS
• FORMAL LOGIC

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COGNITIVE CONFLICT
ACTIVE AGENCY
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IMPLICATIONS OF PIAGETS COGNITIVE THEORY

• SOURCE OF MOTIVATION
• COGNITIVE CONFLICT
• ROLE OF INTEREST TO IMPROVE LEARNING
• ORDER, SEQUENCE, AND LOGIC OF INSTRUCTION
• EXPLORATION and DISCOVERY
• EXPERIMENTATION
• RATE OF DEVELOPMENT

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EVERY TIME WE TEACH A CHILD SOMETHING, WE KEEP
HIM FROM REINVENTING IT. ON THE OTHER HAND,
EVERY TIME A CHILD DISCOVERS IT FOR HIMSELF, IT
REMAINS WITH HIM FOR THE REST OF HIS LIFE. Jean
Piaget