Welcome to Seminar 4Welcome to Seminar 4

Enjoy chatting! We’ll begin at Enjoy chatting! We’ll begin at the top of the hour.the top of the hour.

Erikson’s psychosocial stagesErikson’s psychosocial stages

Infancy (birth to 18 months) Trust vs. Mistrust Feeding Infancy (birth to 18 months) Trust vs. Mistrust Feeding Children develop a sense of trust when caregivers Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will provide reliabilty, care, and affection. A lack of this will lead to mistrust. lead to mistrust.

Early Childhood (2 to 3 years) Autonomy vs. Shame and Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Children need to develop a sense Doubt Toilet Training Children need to develop a sense of personal control over physical skills and a sense of of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. failure results in feelings of shame and doubt.

Preschool (3 to 5 years) Initiative vs. Guilt Exploration Preschool (3 to 5 years) Initiative vs. Guilt Exploration Children need to begin asserting control and power over Children need to begin asserting control and power over the environment. Success in this stage leads to a sense the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. experience disapproval, resulting in a sense of guilt.

School Age (6 to 11 years) Industry vs. Inferiority School School Age (6 to 11 years) Industry vs. Inferiority School Children need to cope with new social and academic Children need to cope with new social and academic demands. Success leads to a sense of competence, demands. Success leads to a sense of competence, while failure results in feelings of inferiority. while failure results in feelings of inferiority.

Adolescence (12 to 18 years) Identity vs. Role Confusion Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Teens need to develop a sense of Social Relationships Teens need to develop a sense of self and personal identity. Success leads to an ability to self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion stay true to yourself, while failure leads to role confusion and a weak sense of self. and a weak sense of self.

Young Adulthood (19 to 40 years) Intimacy vs. Isolation Young Adulthood (19 to 40 years) Intimacy vs. Isolation Relationships Young adults need to form intimate, loving Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships with other people. Success leads to strong relationships, while failure results in loneliness and relationships, while failure results in loneliness and isolation. isolation.

Middle Adulthood (40 to 65 years) Middle Adulthood (40 to 65 years) Generativity vs. Stagnation Work and Generativity vs. Stagnation Work and Parenthood Adults need to create or Parenthood Adults need to create or nurture things that will outlast them, often nurture things that will outlast them, often by having children or creating a positive by having children or creating a positive change that benefits other people. change that benefits other people. Success leads to feelings of usefulness Success leads to feelings of usefulness and accomplishment, while failure results and accomplishment, while failure results in shallow involvement in the world. in shallow involvement in the world.

Maturity(65 to death) Ego Integrity vs. Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults Despair Reflection on Life Older adults need to look back on life and feel a sense need to look back on life and feel a sense of fulfillment. Success at this stage leads of fulfillment. Success at this stage leads to feelings of wisdom, while failure results to feelings of wisdom, while failure results in regret, bitterness, and despair.in regret, bitterness, and despair.

Jean PiagetJean Piaget(1896-1980)(1896-1980)

A Swiss developmental psychologist and A Swiss developmental psychologist and philosopher known for his epistemological philosopher known for his epistemological studies with children. His theory of cognitive studies with children. His theory of cognitive development and epistemological view are development and epistemological view are together called "genetic epistemology".together called "genetic epistemology".

Piaget placed great importance on the education Piaget placed great importance on the education of children. As the Director of the International of children. As the Director of the International Bureau of Education, he declared in 1934 that Bureau of Education, he declared in 1934 that "only education is capable of saving our "only education is capable of saving our societies from possible collapse, whether societies from possible collapse, whether violent, or gradual."violent, or gradual."

Piaget was a precocious child who developed an interest Piaget was a precocious child who developed an interest in biology and the natural world. in biology and the natural world.

He was educated at the University of Neuchâtel, and He was educated at the University of Neuchâtel, and studied briefly at the University of Zürich. During this studied briefly at the University of Zürich. During this time, he published two philosophical papers that showed time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later the direction of his thinking at the time, but which he later dismissed as adolescent thought. dismissed as adolescent thought.

The school was run by Alfred Binet, the The school was run by Alfred Binet, the developer of the Binet intelligence test, and developer of the Binet intelligence test, and Piaget assisted in the marking of Binet's Piaget assisted in the marking of Binet's intelligence tests. intelligence tests.

It was while he was helping to mark some of It was while he was helping to mark some of these tests that Piaget noticed that young these tests that Piaget noticed that young children consistently gave wrong answers to children consistently gave wrong answers to certain questions. certain questions.

Piaget did not focus so much on the fact of Piaget did not focus so much on the fact of the children's answers being wrong, but the children's answers being wrong, but that young children consistently made that young children consistently made types of mistakes that older children and types of mistakes that older children and adults did not. This led him to the theory adults did not. This led him to the theory that young children's cognitive processes that young children's cognitive processes are inherently different from those of are inherently different from those of adults. adults.

Piaget believed that reality is a dynamic Piaget believed that reality is a dynamic system of continuous change, and as such system of continuous change, and as such is defined in reference to the two is defined in reference to the two conditions that define dynamic systems conditions that define dynamic systems that change. Specifically, he argued that that change. Specifically, he argued that reality involves transformations and states.reality involves transformations and states.

Transformations refer to all manners of changes that Transformations refer to all manners of changes that a thing or person can undergo. States refer to the a thing or person can undergo. States refer to the conditions or the appearances in which things or conditions or the appearances in which things or persons can be found between transformations. persons can be found between transformations.

Changes in shape or form (for instance, liquids are Changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to reshaped as they are transferred from one vessel to another, humans change in their characteristics as another, humans change in their characteristics as they grow older), in size (e.g., a series of coins on a they grow older), in size (e.g., a series of coins on a table might be placed close to each other or far apart) table might be placed close to each other or far apart) in placement or location in space and time (e.g., in placement or location in space and time (e.g., various objects or persons might be found at one various objects or persons might be found at one place at one time and at a different place at another place at one time and at a different place at another time). time).

Assimilation and Assimilation and AccodomdationAccodomdation

Assimilation, one of two processes coined by Jean Assimilation, one of two processes coined by Jean Piaget, describes how humans perceive and adapt to Piaget, describes how humans perceive and adapt to new information. It is the process of taking one’s new information. It is the process of taking one’s environment and new information and fitting it into pre-environment and new information and fitting it into pre-existing cognitive schemas. Assimilation occurs when existing cognitive schemas. Assimilation occurs when humans are faced with new or unfamiliar information and humans are faced with new or unfamiliar information and refer to previously learned information in order to make refer to previously learned information in order to make sense of it. sense of it.

Accommodation, unlike assimilation is the process of Accommodation, unlike assimilation is the process of taking one's environment and new information, and taking one's environment and new information, and altering one's pre-existing schemas in order to fit in the altering one's pre-existing schemas in order to fit in the new informationnew information

4 Stages of Development4 Stages of DevelopmentBirth to 2 yearsBirth to 2 years

The sensorimotor stage is the first of the four stages in The sensorimotor stage is the first of the four stages in cognitive development which "extends from birth to the cognitive development which "extends from birth to the acquisition of language". acquisition of language". "In this stage, infants construct an understanding of the "In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions. seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical Infants gain knowledge of the world from the physical actions they perform on it. actions they perform on it. An infant progresses from reflexive, instinctual action at An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end birth to the beginning of symbolic thought toward the end of the stage. Piaget divided the sensorimotor stage into of the stage. Piaget divided the sensorimotor stage into six sub-stages"[9]:0-2 years, Infants just have senses-six sub-stages"[9]:0-2 years, Infants just have senses-vision, hearing, and motor skills, such as grasping, vision, hearing, and motor skills, such as grasping, sucking, and stepping.---sucking, and stepping.---

Preoperational stagePreoperational stage

By observing sequences of play, Piaget was able to By observing sequences of play, Piaget was able to demonstrate that towards the end of the second year, a demonstrate that towards the end of the second year, a qualitatively new kind of psychological functioning qualitatively new kind of psychological functioning occurs.occurs.

The hallmark of the preoperational stage is sparse and The hallmark of the preoperational stage is sparse and logically inadequate mental operations. During this logically inadequate mental operations. During this stage, the child learns to use and to represent objects by stage, the child learns to use and to represent objects by images, words, and drawings. images, words, and drawings.

The child is able to form stable concepts as well The child is able to form stable concepts as well as mental reasoning and magical beliefs. The as mental reasoning and magical beliefs. The child however is still not able to perform child however is still not able to perform operations; tasks that the child can do mentally operations; tasks that the child can do mentally rather than physically. Thinking is still rather than physically. Thinking is still egocentric: The child has difficulty taking the egocentric: The child has difficulty taking the viewpoint of others. Two substages can be viewpoint of others. Two substages can be formed from preoperative thought.formed from preoperative thought.

The Symbolic Function SubstageThe Symbolic Function Substage– Occurs between about the ages of 2 and 7. Occurs between about the ages of 2 and 7.

During 2-4 years old , kids cannot yet During 2-4 years old , kids cannot yet manipulate and transform information in manipulate and transform information in logical ways, but they now can think in images logical ways, but they now can think in images and symbols. The child is able to formulate and symbols. The child is able to formulate designs of objects that are not present.designs of objects that are not present.

Although there is an advancement in Although there is an advancement in progress, there are still limitations such as progress, there are still limitations such as egocentrism and animism. Egocentrism egocentrism and animism. Egocentrism occurs when a child is unable to distinguish occurs when a child is unable to distinguish between their own perspective and that of between their own perspective and that of another person's. Children tend to pick another person's. Children tend to pick their own view of what they see rather than their own view of what they see rather than the actual view shown to others.the actual view shown to others.

The Intuitive Thought SubstageThe Intuitive Thought Substage– Occurs between about the ages of 4 and 7. Occurs between about the ages of 4 and 7.

Children tend to become very curious and ask Children tend to become very curious and ask many questions; begin the use of primitive many questions; begin the use of primitive reasoning.reasoning.

– There is an emergence in the interest of There is an emergence in the interest of reasoning and wanting to know why things reasoning and wanting to know why things are the way they are. Piaget called it the are the way they are. Piaget called it the intuitive substage because children realize intuitive substage because children realize they have a vast amount of knowledge but they have a vast amount of knowledge but they are unaware of how they know it.they are unaware of how they know it.

Centration and ConservationCentration and Conservation

Centration is the act of focusing all Centration is the act of focusing all attention on one characteristic compared attention on one characteristic compared to the others. Centration is noticed in to the others. Centration is noticed in conservation; the awareness that altering conservation; the awareness that altering a substance's appearance does not a substance's appearance does not change its basic properties. change its basic properties.

Children at this stage are unaware of conservation. In Children at this stage are unaware of conservation. In Piaget's most famous task, a child is presented with two Piaget's most famous task, a child is presented with two identical beakers containing the same amount of liquid. identical beakers containing the same amount of liquid. The child usually notes that the beakers have the same The child usually notes that the beakers have the same amount of liquid.amount of liquid.When one of the beakers is poured into a taller and When one of the beakers is poured into a taller and thinner container, children who are typically younger thinner container, children who are typically younger than 7 or 8 years old say that the two beakers now than 7 or 8 years old say that the two beakers now contain a different amount of liquid. The child simply contain a different amount of liquid. The child simply focuses on the height and width of the container focuses on the height and width of the container compared to the general concept.compared to the general concept.

Concrete Operational StageConcrete Operational Stage

is the third of four stages of cognitive is the third of four stages of cognitive development in Piaget's theory. This development in Piaget's theory. This stage, which follows the preoperational stage, which follows the preoperational stage, occurs between the ages of 7 and stage, occurs between the ages of 7 and 11 years and is characterized by the 11 years and is characterized by the appropriate use of logic. Important appropriate use of logic. Important processes during this stage are:processes during this stage are:

Seriation—the ability to sort objects in an order Seriation—the ability to sort objects in an order according to size, shape, or any other according to size, shape, or any other characteristic. For example, if given different-characteristic. For example, if given different-shaded objects they may make a color gradient.shaded objects they may make a color gradient.

Transitivity- The ability to recognize logical Transitivity- The ability to recognize logical relationships among elements in a serial order, relationships among elements in a serial order, and perform 'transitive inferences' (for example, If and perform 'transitive inferences' (for example, If A is taller than B, and B is taller than C, then A A is taller than B, and B is taller than C, then A must be taller than C).must be taller than C).

Classification—the ability to name and Classification—the ability to name and identify sets of objects according to identify sets of objects according to appearance, size or other characteristic, appearance, size or other characteristic, including the idea that one set of objects including the idea that one set of objects can include another.can include another.

Decentering—where the child takes into account Decentering—where the child takes into account multiple aspects of a problem to solve it. For multiple aspects of a problem to solve it. For example, the child will no longer perceive an example, the child will no longer perceive an exceptionally wide but short cup to contain less exceptionally wide but short cup to contain less than a normally-wide, taller cup.than a normally-wide, taller cup.Reversibility—the child understands that Reversibility—the child understands that numbers or objects can be changed, then numbers or objects can be changed, then returned to their original state. For this reason, a returned to their original state. For this reason, a child will be able to rapidly determine that if 4+4 child will be able to rapidly determine that if 4+4 equals t, t−4 will equal 4, the original quantity.equals t, t−4 will equal 4, the original quantity.

Formal Operational StageFormal Operational Stage

This stage, which follows the Concrete This stage, which follows the Concrete Operational stage, commences at around 11 Operational stage, commences at around 11 years of age (puberty) and continues into years of age (puberty) and continues into adulthood.adulthood.

In this stage, individuals move beyond In this stage, individuals move beyond concrete experiences and begin to think concrete experiences and begin to think abstractly, reason logically and draw abstractly, reason logically and draw conclusions from the information available, conclusions from the information available, as well as apply all these processes to as well as apply all these processes to hypothetical situations.[hypothetical situations.[

The abstract quality of the adolescent's The abstract quality of the adolescent's thought at the formal operational level is thought at the formal operational level is evident in the adolescent's verbal problem evident in the adolescent's verbal problem solving ability. solving ability.

The logical quality of the adolescent's The logical quality of the adolescent's thought is when children are more likely to thought is when children are more likely to solve problems in a trial-and-error fashion. solve problems in a trial-and-error fashion. Adolescents begin to think more as a Adolescents begin to think more as a scientist thinks, devising plans to solve scientist thinks, devising plans to solve problems and systematically testing problems and systematically testing solutionssolutions

How many of you enjoy How many of you enjoy differential calculus and/or differential calculus and/or integral calculus?integral calculus?

If you don’t, then you’re in the formal If you don’t, then you’re in the formal operational stage!operational stage!

Piaget said that the way to tell if someone Piaget said that the way to tell if someone had reached the ability to think abstractly, had reached the ability to think abstractly, he/she would need to be good with he/she would need to be good with abstract math!abstract math!

Any questions?Any questions?