Stages involve

1

• Stages involve
• Discontinuous (qualitative) change
• Invariant sequence
• Stages are never skipped

2

• Sensorimotor Stage (birth-2 years)
• Newborns have reflexes (motor behavior) and basic
  perceptual abilities
• Refine these innate responses (accommodation)
  during the first month of life

3

• Gradually become capable of repeating satisfying
  behaviors that initially occurred by chance

4

• First learn to repeat actions involving their own
  body
• Ex thumb sucking
• Then learn to repeat actions involving objects
• Ex shaking rattle

5

• Object Permanence Understanding that objects
  continue to exist when they cannot be perceived
  directly
• Infants have some understanding of object
  permanence at around 8 months

6

• A-not-B error Tendency to reach where objects
  have been found before, rather than where they
  were last hidden
• Infants make this error until about 12 months of
  age

7

• From 12 months on, infants increasingly engage in
  active exploration of objects and their functions

8

• At end of sensorimotor stage, mental
  representations develop
• Deferred Imitation Imitation of a behavior
  after a period of delay
• Implies mental representation (memory)

9

• Egocentrism Tendency to focus on ones own
  viewpoint and ignore others perspectives
• Ex 3 Mountains Task

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11

• Centration Tendency to focus on one feature of
  an object or event to the neglect of other
  important features

12

• Conservation Understanding that certain
  physical characteristics of objects remain the
  same even when their outward appearance changes
•  

13

• Preoperational children fail conservation tasks
  because of
• Centration
• A tendency to focus on static states rather than
  transformations

14

• Concrete Operations (7-11)
• Understand conservation tasks
• Can focus on multiple features of an object or
  event
• Can consider transformations, not just static
  states

15

• Limitations of Concrete Operations
• Childrens logical thinking is limited to
  concrete information that can be perceived
  directly
• Cant reason about abstract or hypothetical ideas

16

• Formal Operations (11 on)
• Ability to think abstractly or hypothetically
• What if . . . ?

17

• Can consider all possible outcomes of a situation
  (scientific reasoning)
• Ex pendulum problem

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19

• Criticisms of Piagets Theory
• Underestimated role of social environment in
  cognitive development
• Ex Certain experiences (like formal schooling)
  may promote conservation and other abilities

20

• Doesnt explain HOW cognitive development occurs
• Better description than explanation of childrens
  cognitive development

21

• The stage model describes childrens thinking as
  being more consistent than it really is
• Ex Children can solve some conservation
  problems sooner than others

22

• Infants and young children are more cognitively
  advanced than Piaget claimed
• Ex deferred imitation (and thus mental
  representation) is present earlier than Piaget
  thought