Piagets Developmental Structure

1
Piagets Developmental Structure

• Sensorimotor (0-2 years) intelligence takes the
  form of motor actions.
• Preoperational (2-7 years) intelligence is
  intuitive in nature.
• Concrete operational stage (8-11 years)
  intelligence is logical but depends upon concrete
  referents.
• Formal operational stage (12-15 years)
  intelligence involves abstractions

2
Sensorimotor (0-2 years)

• Infants are busy discovering relationships
  between their bodies and the environment.
• The child relies on seeing, touching, sucking,
  feeling, and using their senses to learn things
  about themselves and the environment.
• Infants realize that an object can be moved by a
  hand (concept of causality), and develop notions
  of displacement and events.
• An important discovery is the concept of object
  permanence.
• Object permanence is the awareness that an object
  continues to exist even when it is not in view.
  In young infants, when a toy is covered by a
  piece of paper, the infant immediately stops and
  appears to lose interest in the toy see figure
  above). This child has not yet mastered the
  concept of object permanence. In older infants,
  when a toy is covered the child will actively
  search for the object, realizing that the object
  continues to exist.

3
Preoperational Stage

• 2-7 years
• Involves ability to deal with world on symbolic
  and representational level.
• Can imagine doing something rather than the doing
  of it
• Develops mental representation of objects.
• One of the major accomplishments during this
  period is the development of language, the
  ability to think and communicate by using words
  that represent objects and events.

4
Concrete Operational Stage

• During this stage, the child begins to reason
  logically and organize thoughts coherently.
  However, they can only think about actual
  physical objects, they cannot handle abstract
  reasoning.
• This stage is also characterized by a loss of
  egocentric thinking.
• During this stage, the child has the ability to
  master most types of conservation experiments and
  begins to understand reversibility.
• Also characterized by the child's ability to
  coordinate two dimensions of an object
  simultaneously, arrange structures in sequence
  and transpose differences between items in a
  series
• Classification skills
• Inductive reasoning
• Metacognition

5
Formal Operational Stage

• Characterized by the ability to formulate
  hypotheses and systematically test them to arrive
  at an answer to a problem.
• The individual is also able to think abstractly
  and to understand the form or structure of a
  mathematical problem.
• Another characteristic is the ability to reason
  contrary to fact. That is, if they are given a
  statement and asked to use it as the basis of an
  argument they are capable of accomplishing the
  task.
• For example, they can deal with the statement
  "what would happen if snow were black".

6
Adaptation

• Accommodation
• Assimilation

7
Moral Development Piaget

• Morality of constraint (heteronomous)
• Ages 4-7
• Justice and rules
• Morality of Cooperation (autonomous)
• Ages 10 and above
• Dilemmas and consequences

8
Moral Development Kohlberg

• Preconventional, Ages 4-10
• Obedience based on authority and consequences
  from that authority
• Conventional, Ages 10-13
• Peer influenced, please oriented
• Post Conventional, Ages 13-adult
• Abstract principles, internal values

9
Language Development

• Vygotsky Intellectual expression cannot take
  place until thought and knowledge exist. Thus,
  the interrelation between thought and
  language.private speech
• Chomsky Language learning is innate. Language
  acquisition devices built in neurologically

10
Intelligence Tests

• Wechsler Intelligence Scale for Children
• Verbal and performance measurements
• Stanford-Binet Intelligence Scale
• Intellignce at specific ages and in specific areas

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Howard Gardner and Multiple Intelligences

• Linguistic-Verbal Ability
• Logical-Mathematical Ability
• Spatial Ability
• Bodily-Kinesthetic Ability
• Musical Ability
• Interpersonal Ability
• Intrapersonal Ability
• Naturalist Ability

12
Robert Sternberg and Triarchic Theory of
Intelligence

• Analytical similar to traditional tests
• Creative measures design and imagination
• Practical measures ability to apply abstract
  ideas

13
Reasoning

• Hypothetical-Deductive
• Formal Operational
• Generally described as moving from general
  principles to particular phenomena.
• In a simple-minded example, knowing the existence
  of gravity makes one able to predict the likely
  direction of movement of any unsupported object
  in a gravitational field.
• Knowing that public buildings contain, among
  other things, drinking fountains and telephone
  booths (general principles) one may confidently
  expect to satisfy the need for such amenities
  based on the likely prediction of finding either
  in a given building (a particular phenomenon).
• Inductive
• Concrete Operation
• Generally described as moving from particulars to
  general principles.
• How many times do we find food under a certain
  kind of rock or in a certain type of tree before
  we begin to realize that food ought to be sought
  there?
• The generalizations that food can be found under
  white rocks or in slender trees with peeling bark
  are derived by inductive reasoning.
• Induction is the natural work of a small child
  ("You can't teach an old dog new tricks.").
• Transductive
• Experiential causation

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Vocabulary

• Animisn
• Causal Reasoning
• Centration
• Conservation
• Egocentrism
• Equilibrium
• Information-Processing

• Irreversibility
• Metacognition
• Object Permanence
• Schemes
• Seriation
• Symbolic Function Substate
• Transitive Inference