Piaget s Stages. Cognitive Development Ages 2 8. Preoperational Limitations. Cognitive Development Ages Sharon Seidman, Ph.D.

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1 Cognitive Development Ages 2 8 Sharon Seidman, Ph.D. Piaget s Stages Sensorimotor (Infant Toddler) Preoperational (Preschool) Concrete Operational (School Age) Formal Operational (Adolescence) Preoperational Limitations Characteristics Centration Static thinking Results Lack of conservation Disorganization Egocentrism Animism Confusion of appearance & reality Cognitive Development Ages 2-8 1

2 Conservation Number Length Volume Elements of Conservation Decentration Reversibility Not static No transformation If nothing is added, nothing is taken away, and you can reverse it, things are the same. Cognitive Development Ages 2-8 2

3 Piaget s Conservation Tests Begin with two similar sets Have child confirm equality Alter one set Repeat equality question Success = stating no change Failure = responding to alteration Conservation: Alternative Perspectives Traditional test violates social rules Alternative Example: Naughty Teddy Study Cultural Issues with Conservation Cognitive Development Ages 2-8 3

4 Organization Piaget s View of Classification Nonsystematic groups Assimilation & accommodation Preoperational period Scientific classes Class inclusion Concrete operational period Hierarchical classification Relations among classes Formal operational period Using Classes Class Hierarchy Mammals Fur No Fur Dogs Sheep Cats Inclusion Exclusion Cognitive Development Ages 2-8 4

5 Piagetian Class Inclusion Test Early Grouping Early Class Comparisons Cognitive Development Ages 2-8 5

6 Piaget s Test Requires: Forming groups Creating hierarchical organization Comparing superordinate & subordinate groups Violates: Social/conversational norms Functional purpose Cultural Differences with Grouping Schooling Organizational strategies Scientific Organization Objects sorted by type Matches hierarchical organization Cognitive Development Ages 2-8 6

7 Functional Organization Objects sorted by function Grouping not based on type Egocentrism vs. Perspective Taking Perspective Taking Piagetian premise: Preoperational children unable to consider multiple perspectives Results in Egocentrism Animism Affects understanding of other people Perception Knowledge Cognitive Development Ages 2-8 7

8 Piaget s 3 Mountain Task What do other people perceive? Cognitive Development Ages 2-8 8

9 Alternative Task Perspective Taking: Knowledge What do other people know? Theory of mind Animism & Realism Animism: Assume own motivation/ function applies to all others Realism: Assume appearance is key determinant of state Failure to attend to all characteristics Defining characteristics of life Appearance vs. structure Own & other s perspectives Cognitive Development Ages 2-8 9

10 Characteristics of Life Volitional movement Growth & healing Internal construction Inheritance Perspective Taking: So What? Continuous, Quantitative View Preoperational children Do differentiate self and other Cannot mentally manipulate representations Therefore make errors Fewer errors with more familiar materials concrete stimuli Fundamental Issue with Piaget Premise: Mental improvement caused by maturation and discovery Therefore Development is universal Small/no effect of teaching Performance not affected by Familiarity with materials Social influences Cognitive Development Ages

11 Information Processing Attention Attention & Memory Memory Strategies Metacognition Deliberate strategy Monitor effectiveness Attention Rehearsal Organization (requires understanding) Elaboration (requires knowledge) Cognitive Development Ages

12 Types of Memory Memory Scaffold: Scripts Based upon familiar activities Gives appearance of sophistication Memory Scaffold: Scripts Wake Up Eat Breakfast Get Clean Get Dressed Leave House Time? Eat Anything? Eat What? Shower or Bath? Wear What? What Time? What Time? Go Where? Cognitive Development Ages

13 Memory Scaffold: Speech Children talk to themselves Differing interpretations Piaget: Egocentric Speech Language goal = communicate with others Failure to understand perspective Vygotsky: Private Speech Language goal = guide behavior Scaffold own behavior Example: Counting Components One-to-one correspondence Stable order Cardinal principle Example: Counting Script scaffolds performance Familiarity Teaching Improves with strategies Usually out loud Cognitive Development Ages

14 Intelligence General Intelligence (G) Specific Intelligences Gardner Theory of Multiple Intelligences Domains of intelligence Sternberg Triarchic Theory Aspect/purpose of intelligence Sternberg s Triarchic Theory Componential Subtheory Emphasis on organization/categorization Similar to Piaget Experiential Subtheory Emphasis on automaticity Similar to Information Processing Contextual Subtheory Emphasis on situational demands Similar to Vygotskian Intelligence Quotient IQ Concept Compare individual s intellect with normative intellect Mental Age Chronological Age Cognitive Development Ages

15 Influences on IQ Special Needs Difficulty in any cognitive process Attention Interpretation/processing Storage/retrieval Special Ed Principles Least restrictive environment Individual education plan (IEP) Individual family services plan (IFSP) Cognitive Development Ages