A stage-theory model of cognitive development

1995 ◽  
Vol 48 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Peter F. W. Preece ◽  
Kenneth L. Q. Read
Keyword(s):  
Cognitive Development ◽  
Theory Model ◽  
Stage Theory

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

scholarly journals TEACHING MATHEMATICS WITH PIAGET'S THEORY

2013 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Ega Gradini
Keyword(s):  
Cognitive Development ◽  
Development Process ◽  
Mathematics Learning ◽  
Human Organism ◽  
Stage Theory ◽  
Teaching Mathematics ◽  
Main Concept ◽  
Stage Of Development ◽  
Comprehensive Theory ◽  
Thinking Process

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

Cognitive Development of the Binary Operations for Standard and Nonstandard Logic

1996 ◽  
Vol 83 (3_suppl) ◽  
pp. 1271-1288
Author(s):  
Leland van den Daele
Keyword(s):  
Cognitive Development ◽  
Model Theory ◽  
Theory Model ◽  
Developmental Theory ◽  
Binary Operations ◽  
Psychological Theories ◽  
Pragmatic Reasoning ◽  
Exclusive Or

The binary operations of standard logic, conjunction, implication, equality, not/both, exclusive/or, and inclusive/or disjunction are usually employed as a basis for the construction and evaluation of psychological theories of logical behavior. An additional 10 binary nonstandard operations are proposed. Together the standard and nonstandard operations comprise the operations of the extended logic. An axiom of developmental order proposes that extended operations with fewer valid cases are mastered before operations with more valid cases. The operations are discussed from the perspectives of developmental theory, model theory, pragmatic reasoning structures, and deontic, dialectic, and standard logic.

J. Piaget and S. Claus: Psychology Makes Strange Bedfellows

1976 ◽  
Vol 39 (3) ◽  
pp. 740-742 ◽  
Author(s):  
Lawrence A. Fehr
Keyword(s):  
Cognitive Development ◽  
Stage Theory ◽  
Santa Claus ◽  
Stage Of Development ◽  
Concrete Operational

An unusual application of Piaget's stage-theory of cognitive development is presented. It is hypothesized that, when the child reaches the concrete operational stage of development, he or she also ceases to believe in Santa Claus. An analysis of the reasoning that led to the formation of this hypothesis as well as an enumeration of its implications for both psychologists and laymen are also presented.

Toward a Stage Theory of Adult Cognitive Development

1978 ◽  
Vol 8 (2) ◽  
pp. 129-138 ◽  
Author(s):  
K. Warner Schaie
Keyword(s):  
Cognitive Function ◽  
Cognitive Development ◽  
Old Age ◽  
Young Adulthood ◽  
Cognitive Processes ◽  
Stage Theory ◽  
Cognitive Behavior ◽  
Novel Technologies

Specifications are offered for a stage theory of adult cognitive development. It is argued that cognitive processes are differentially organized and expressed during periods labeled as acquisitive, achieving, responsible, executive and reintegrative. Current psychometric technologies may suffice for the description of cognitive behavior during the acquisitive and achieving periods. Such techniques are inadequate, however, to describe and understand cognitive function beyond young adulthood, and the development of novel technologies is suggested for the study of cognitive development in mid-life and old age.

Use It and Still Lose It?

GeroPsych ◽  
2010 ◽  
Vol 23 (3) ◽  
pp. 169-175 ◽  
Author(s):  
Adrian Schwaninger ◽  
Diana Hardmeier ◽  
Judith Riegelnig ◽  
Mike Martin
Keyword(s):  
Object Recognition ◽  
Cognitive Development ◽  
Recognition Test ◽  
Cognitive Aging ◽  
Recognition Task ◽  
Airport Security ◽  
Visual Object ◽  
Long Term Effects ◽  
Object Recognition Test ◽  
X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

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