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Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
Robert Frost
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Robert Frost

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Highlights the keypoints from my research paper.

Highlights the keypoints from my research paper.

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  • 1.  
  • 2. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other just as fair; And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference. Robert Frost
  • 3. <ul><li>Are beautifully written and composed </li></ul><ul><li>Have a plethora of layered meanings </li></ul><ul><li>Can be enjoyed by virtually anyone, regardless of cognitive development stage </li></ul>
  • 4. <ul><li>How Frost’s poems are interpreted by readers in different stages of Piaget’s cognitive development: </li></ul><ul><ul><li>Concrete Operational </li></ul></ul><ul><ul><li>Formal </li></ul></ul><ul><ul><li>Post formal </li></ul></ul>
  • 5. <ul><li>Children between ages 7 and 11 </li></ul><ul><li>Gain better understanding of mental operations </li></ul><ul><li>Begin thinking logically about concrete events </li></ul><ul><li>Have difficulty understanding abstract or hypothetical concepts </li></ul>
  • 6. <ul><li>A child in this stage would likely see only the two roads, the woods, and the traveler </li></ul><ul><li>Not likely to see anything beyond the traveler standing at a fork in the road where one road is well-traveled and the other is not </li></ul><ul><li>Likely to think the traveler is simply trying to make up his mind </li></ul>
  • 7. <ul><li>Follows concrete stage </li></ul><ul><li>Developing ability to think about abstract concepts </li></ul><ul><li>Children begin to think about consequences of actions and/or events </li></ul>
  • 8. <ul><li>An individual in this stage would likely perceive the traveler the same someone in the concrete operational stage, but… </li></ul><ul><li>Perhaps see that the roads represent two different paths in life or different choices that could be made. </li></ul>
  • 9. <ul><li>Follows Formal stage </li></ul><ul><li>Postformal thought involves working with and organizing multiple contradictory formal logical systems </li></ul><ul><li>This logical “superorganization” occurs within a specific context at a specific time </li></ul>
  • 10. <ul><li>A person in the postformal stage could see themselves as the traveler </li></ul><ul><li>Imagine themselves on the less traveled road and picture all the previous travelers, and perhaps wonder what thoughts may have been in their minds as they traveled the same road </li></ul><ul><li>Wonder what lies ahead on the road and to what destination(s) it leads </li></ul>
  • 11. <ul><li>Question their decision </li></ul><ul><li>Wonder what their life would be like if they had taken the other road </li></ul><ul><li>See themselves as a child (in the concrete operational stage) and also as a formal-thinking person and know how they would have responded at that time in their life had they been presented with the same choice </li></ul>
  • 12.  

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