cognitive learning theory

COGNITIVE
LEARNING
THEORY
DE GUZMAN, MIA MILAGROS T.
II-17 BSE ENGLISH
PROF. BRIOSO
PROFED3 THEORIES OF LEARNING

Jean Piaget (McLeod, 2009)
(August 9, 1896 – September 16, 1980)
• Born in Neuchâtel in the French-speaking part
of Switzerland.
• In 1923, he married Valentine Châtenay, the
couple had three children, whom Piaget studied
from infancy.
• Natural scientist and developmental
psychologist well known for his work studying
children and his theory of cognitive
development.

• employed at the Binet Institute in the 1920s,
where his job was to develop French versions
of questions on English intelligence tests.
• Began to explore children in Alfred’s Binet
Laboratory. This is where the Modern Test of
Intelligence was created.
• became intrigued with the reasons children
gave for their wrong answers on the questions
that required logical thinking.

• first psychologist to make a systematic study of
cognitive development.
• His contributions include a theory of cognitive
child development, detailed observational
studies of cognition in children, and a series of
simple but ingenious tests to reveal different
cognitive abilities.

• His career of scientific research began when he
was just eleven, with the 1907 publication of a
short paper on the albino sparrow.
• Wrote more than sixty books and several
hundred articles.

Piaget's
Cognitive
Learning
Theory

Three Basic Components To
Piaget's Cognitive Theory:
(Dasen, 1994)
• Schemas
 (building blocks of knowledge)
• Processes that enable the transition from one stage to
another (equilibrium, assimilation and accommodation)
• Stages of Development:
 sensorimotor,
 preoperational,
 concrete operational,
 formal operational

Piaget's Cognitive Theory
• Schemas (Piaget, 1936)
basic building block of intelligent
behavior – a way of organizing
knowledge.
“units” of knowledge
A way of organizing knowledge
set of linked mental representations
of the world, which we use both to
understand and to respond to
situations.

• Let’s put in mind that
Piaget’s Cognitive Theory
was focused on CHILDREN.

(Dasen, 1994)
• Processes that enable the transition from one
stage to another
 Assimilation
• – Which is using an existing schema to deal with a
new object or situation.
 Accommodation
• – This happens when the existing schema
(knowledge) does not work, and needs to be
changed to deal with a new object or situation.
 Equilibration
• –This is the force, which moves development along.

Assimilation and Accommodation

(McLeod, 2009)
• Cognitive Development Stages
 The Sensorimotor Period (birth to 2 years)
 Preoperational Thought (2 to 6/7 years)
 Concrete Operations (6/7 to 11/12 years)
 Formal Operations Formal Operations (11/12 to
adult)

Cognitive Development Stages
The Sensorimotor Period (0-2 yrs.)
• In this stage knowledge of the world is limited (but
developing) because it’s based on physical
interactions/experiences.
• The child learns that he is separate from his
environment and that aspects of his environment
continue to exist even though they may be outside the
reach of his senses.
• Behaviors are limited to simple motor responses
caused by sensory stimuli. In this stage according to
Piaget, the development of object permanence is one of
the most important accomplishments at the sensorimotor
stage.

The Sensorimotor Period (0-2 yrs.)

Preoperational Thought (2-7 yrs.)
• Children’s increase in playing and pretending
takes place in this stage, however the child still
has trouble seeing things from different points
of view.
• Thinking in this stage is still egocentric,
meaning the child has difficulty taking the
viewpoint of others. The Pre-operational stage
is split into two substages:
 Symbolic Function Sub stage,
 Intuitive Thought Sub stage.

• The Symbolic Function substage is when
children are able to understand, represent,
remember, and picture objects in their mind
without having the object in front of them.
• The Intuitive Thought substage is when children
tend to propose the questions of why and how
come. This stage is when children want the
knowledge of knowing everything.

• The Symbolic Function substage (role-play)

• The Symbolic Function substage (egocentrism)

• The Symbolic Function substage (pre-causal:
Animism)

• The Symbolic Function substage (pre-causal:
Artificialism)

• The Symbolic Function sub stage (pre-causal:
transductive thinking)

• The Intuitive Thought sub stage (Centration vs.
conservation)

• The Intuitive Thought sub stage (Class
Inclusion)

Concrete Operations (7-11 yrs.)
• characterized by the appropriate use of logic.
• Inductive reasoning involves drawing inferences
from observations in order to make a
generalization

Milestones of the concrete
operational stage
• - Ability to distinguish between their own
thoughts and the thoughts of others. Children
recognize that their thoughts and perceptions
may be different from those around them.
• - Increased classification skills: Children are
able to classify objects by their number, mass,
and weight.
• - Ability to think logically about objects and
events
• - Ability to fluently perform mathematical
problems in both addition and subtraction

• Conservation
• Decentering
• Reversibility
• Seriation
• Transitivity
• Classification
• Elimination of Egocentrism

Formal Operations (11- adult)
• Intelligence is demonstrated through the logical
use of symbols related to abstract concepts
• Piaget believed that deductive logic becomes
important during the formal operational stage.
• Abstract thought emerges during the formal
operational stage. Children tend to think very
concretely and specifically in earlier stages.
Children begin to consider possible outcomes
and consequences of actions.
• Problem-solving is demonstrated when children
use trial-and-error to solve problems. The ability
to systematically solve a problem in a logical
and methodical way emerges.

Educational Implications:
Hughes , M. (1975)
• Focus on the process of learning, rather than
the end product of it.
• Using active methods that require rediscovering
or reconstructing "truths".
• Using collaborative, as well as individual
activities (so children can learn from each
other).
• Devising situations that present useful
problems, and create disequilibrium in the child.
• Evaluate the level of the child's development,
so suitable tasks can be set.

References
• Central Advisory Council for Education (1967). Children
and their Primary Schools ('The Plowden Report'),
London: HMSO.
• Dasen, P. (1994). Culture and cognitive development
from a Piagetian perspective. In W .J. Lonner & R.S.
Malpass (Eds.), Psychology and Culture. Boston: Allyn
and Bacon.
• Hughes , M. (1975). Egocentrism in preschool children.
Unpublished doctoral dissertation. Edinburgh University.
• Keating, D. (1979). Adolescent thinking. In J. Adelson
(Ed.), Handbook of adolescent psychology, pp. 211-246.
New York: Wiley.
• McLeod, S. A. (2009). Jean Piaget | Cognitive Theory -
Simply Psychology. Retrieved
fromhttp://www.simplypsychology.org/piaget.html

References
• Piaget, J. (1932). The moral judgment of the
child. London: Routledge & Kegan Paul.
• Piaget, J. (1936). Origins of intelligence in the
child. London: Routledge & Kegan Paul.
• Piaget, J. (1945). Play, dreams and imitation in
childhood. London: Heinemann.
• Piaget, J. (1957). Construction of reality in the
child. London: Routledge & Kegan Paul

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