For sixty years, Jean Piaget conducted research on cognitive development. His research method involved observing small number of individuals as they responded to cognitive tasks that he designed. These tasks were later known as ________________

Piaget used the term schema to refer to the cognitiye structures by which individuals intellectually adapt to and organize their environment. It is an individual's way to understand or create meaning about a thing or experience.

This is the process of fitting a new experience into an existing or previously created cognitive structure or schema.

This is the process of creating a new schema.

Piaget believed that that people have the natural need to understand how the world works and to find order, structure, and predictability in their life. Achieving proper balance between assimilation and accommodation.

Piaget's Stages of Cognitive Development

The first stage corresponds from birth to infancy. This is the stage when a child who is initially reflexive in grasping, sucking and reaching becomes becomes more organized in his movement and activity.

This is the ability of the child to know that an object still exists even when out of sight. This ability is attained in the sensory motor stage.

Covers from about two to seven years old, roughly corresponding to the preschool years. Intelligence at this stage is intuitive in nature.

This is the ability to represent objects and events. A symbol is a thing that represents something else. A drawing, a written word, or a spoken word comes to be understood as representing a real object like a real MRT train.

This is the tendency of the child to only see his point of view and to assumne that everyone also has his same point of view.

This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.

Pre-operational children still has the inability to reverse their thinking.

This is the tendency of children to attribute human like traits or characteristics to inanimate objects.

This refers to the pre-operational child's type of reasoning that is neither inductive nor deductive.

This stage is characterized by the ability of the child to think logically but only in terms of concrete objects, This covers approximately the ages between 8-11 years or the elementary school years.

This refers to the ability of the child to perceive the different features of objects and situations.

During the stage of concrete operations, the child can now follow that certain operations can be done in reverse.

This is the ability to know that certain properties of objects like number, mass, volume, or area do not change even if there is a change in appearance.

This refers to the ability to order or arrange things in a series based on one dimension such as weight, volume or size.

In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes more logical. They can now solve abstract problems and can hypothesize.

This is the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final decision or judgment. This can be done in the absence of concrete objects.

This is the ability to perceive the relation ship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem. The individual in the formal operations stage can make an analogy.

This is the ability to think logically by applying a general rule to a particular instance or situation.

Kohlberg's Moral Development Levels

Kohlberg's Moral Development Levels