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Piaget Theory

by: Jaime Aliffi

Piaget Theory PSYC 220 - 006

Jaime Aliffi
SUNY Potsdam
GPA 3.3
Gregory Reichhart

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About this Document

Gregory Reichhart
Class Notes
25 ?





Popular in Psychlogy

This 4 page Class Notes was uploaded by Jaime Aliffi on Saturday September 26, 2015. The Class Notes belongs to PSYC 220 - 006 at State University of New York at Potsdam taught by Gregory Reichhart in Summer 2015. Since its upload, it has received 46 views. For similar materials see CHILD DEVELOPMENT in Psychlogy at State University of New York at Potsdam.

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Date Created: 09/26/15
Haget Friday September 18 2015 835 AM Piaget He wasn39t a child psychologist he majored in biology and what he wrote his thesis on was how animals react in the environment Like a fox changing its color to white to match their environment Once he got his PhD he wanted to see how children adapt to their environment Piaget went over to a Freudian clinic and observed that there are different stages in development He talks about different stages of cognitive development Went to Benay Lab for the IQ test Piaget looked at the questions and translate them to French He watched as if he got the wrong answer it was wrong rather than looking at the reason they got the question wrong in the rst place He gave questions a 12 year old could answer correctly he gave a 8 year old the same question and rather than getting answer wrong in multiple ways they got it wrong the same way The same thing happened to 6 years olds they got the answer completely wrong in a different way than the 8 year olds Each stage there are Functional Invariants Functional Invariants At each stage children are looking at the world very different then the next stage after that Each stage they use their knowledge differently than adults or any other stage But each stage there are some things that are invariant and don39t change They are considered Functional Invariants because they are behind your functional growth between one stage to the next Scheme cogitative building blocks Example looking scheme take something bright and put it in their line of sight and they follow it They have a grasping scheme Those two schemes are separate in a tendency to organize they want to put it together So they look at things and they try to grab them In the beginning you can put a gummy worm in their hand they get excited but doesn39t look at it till they put it together Organization Tendency to want to symptomized these schemes so they work together Functional variants Adaptation That tendency to constantly adapt to your environment Hi specialization in bio is how animals adapt to their environment Assimilation Deal with new stimuli with already established schemes Example Give a child an animal cracker he never had he is going to use his old scheme of putting food in his mouth In this case it works and it taste good Assimilation has worked in other hand you give a child a rattle and they stick in their mouth and it doesn39t work and they threw it on the oor The mother keeps repeatedly giving the child back the rattle till the child enjoys the sound of it and this is called Accommodation Accommodation creating a new scheme or modify an existing scheme to deal with the situation There can39t just be assimilation or just accommodation there would be no growth There needs to be a balance between everything which creates new schemes Piaget Stages of Cognitive Development Stage one Sensorimotor Period Coordinating your sensory and your motor Birth to 2 years Example The looking scheme and the grasping scheme as well as putting them together You coordinated these schemes Most of your cognitive development is this stage ExampleSucking on your toes would be considered separating self from the environment Birth to 2 years Object permanence Realize things have existence in upon themselves Example Teacher holds a marker and then hides it It didn39t disappear it is existing by itself Infants if you had a marker and put a blanket over it the infant would think it disappeared and would nd something else Birth through 1 Mastery motivation You want to be in charge of your environment this is a large part of your cognitive developmentbegins in the sensorimotor period Example Child kicks the crib and the mobile starts to dance and they realize that they have some control of their environment They might start to kick the crib right when they get in crib Con If there is 6 kids in a household if a child kicks the crib and it39s already spinning starts learned helplessness Doesn39t matter what they do Example College you want to be in control of your life and getting a degree Symbolic thinking Language Use of symbols that aren39t here Example talking about a DOG we know what each other is talking about even though there is no dog present This separates us from animals Once you develop language you have started to look at the world in a different way Stage 2 Preoperational Period Symbolic thinking 27 years old Egocentrism They are incapable at this time to put someone else POV into account Example The Three Mountain Task was three different colored and height mountains If you sat a child in different side than that of an experimenter the child couldn39t tell you the experimenter perspective of the mountain While the child could easily point out their own perspective they couldn39t pick out anyone else39s This makes them egocentric To move on to Concrete Operational they need to be able to see other people39s POV Centration Process of centring in on one dimension of a task or an idea not taking in to account any other dimensions Can39t reverse your mind Example Conservation of Mass and Volume Test Volume of water two different beakers of water with the same in it The child will say it is the same The experimenter will then take one of the beakers and pour it into a at pan even though they have the same amount of water in it and the child saw it being poured in the child will then choose the higher one the original beakers They are centering in on one task Stage 3 Concrete Operational Period Can do anything in the preoperational period that they couldn39t before like the three mountain task and conservation task thinking more like an adult 711 years old Hierarchical classi cation All of science is put through classi cation children can put things into categories animals humans cars and trains Example Piaget would take owers like daisies and roses The child would be able to say how many more daisies than roses there are Ask what they are they say there all owersThey can see at the perceptible level Stage 4 Formal Operational Period Hypothetical thinking quotwhat ifquot thinking Age 11 through adulthood Example if you think quotwhat ifquot you39re going to knock your parents off that pedicle which means your parents aren39t safety anymore You re going to become a little more jaded with the world Example if you told a child you have a three legged snake are purple a formal operational period would be able to say that the snake is purple because they can think abstractly While a concrete operational child would say snakes don39t have legs and can39t deal with the fact Con other stages have been added after stage four because people didn39t think adolescent couldn39t be the last stage becauses teens do not think like adults Even if you take the knowledge from a Formal operational and give it to a preoperational they wouldn39t be able to do anything with it Everything involve organization and adaptation with your schemes and accommodate throughout your life and environment


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