Piaget's theory of cognitive development explains how children's thinking changes as they grow from infants to adults. It outlines four main stages of development: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children gain new cognitive abilities as their experiences help them form more complex mental schemas and maintain equilibrium between what they understand and what they experience. Key concepts in Piaget's theory include assimilation, accommodation, schemas, disequilibrium, and conservation. Understanding Piaget's stages and concepts can help teachers support students' cognitive growth.
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
JEAN PIAGET
BY WASIM
UNDER GUIDANCE OF
DR.PRADEEP.SHARMA
Jean Piaget (1896-1980) : History
Theory of Cognitive Development
What is Cognition?
What is Cognitive Development?
How Cognitive Development Occurs?
Key concepts
Stages of intellectual development postulated by Piaget
Sensorimotor Stage (Birth to 2 Years)
Stage of Preoperational Thought (2 to 7 Years)
Stage of Concrete Operations (7 to 11 Years)
Stage of Formal Operations (11 through the End of Adolescence)
Clinical applications
Educational Implications
Contribution to Education
Strength
Limitation of jean piaget’s cognitive development theory
Critiques of Piaget
THANK YOU
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
JEAN PIAGET
BY WASIM
UNDER GUIDANCE OF
DR.PRADEEP.SHARMA
Jean Piaget (1896-1980) : History
Theory of Cognitive Development
What is Cognition?
What is Cognitive Development?
How Cognitive Development Occurs?
Key concepts
Stages of intellectual development postulated by Piaget
Sensorimotor Stage (Birth to 2 Years)
Stage of Preoperational Thought (2 to 7 Years)
Stage of Concrete Operations (7 to 11 Years)
Stage of Formal Operations (11 through the End of Adolescence)
Clinical applications
Educational Implications
Contribution to Education
Strength
Limitation of jean piaget’s cognitive development theory
Critiques of Piaget
THANK YOU
Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood
Psych 635February 23, 2016Transfer of Learning.docxamrit47
Psych 635
February 23, 2016
Transfer of Learning
Week 5 Learning Team Assignment
1
Explanation of learning sets
Learning sets facilitate learning
Explanation of differences
Introduction
Behavioral enrichment, also known as environmental enrichment, is "the environmental enhancement of the lives of captive animals by providing them with mental and physical stimulation to increase natural and healthy behavior" (Kolifrath, 2009). Any efforts used to allow animals to behave in tone to their natural instincts or abilities are known as enrichment. When animals do not receive enrichment they become bored and may result to self-destructive behaviors and even withdraw. “The USDA requires five elements of zoo enrichment program that consist of social grouping, structure and substrate, foraging opportunities, stimulating all five senses, and training” (Kolifrath, 2009). A local zoo has asked the team to help them create naturalistic learning situation for their primate family collection. This presentation will offer an explanation of learning sets obtained from the video. It will also state how learning sets facilitate learning in both chimpanzees and humans. And include an explanation of differences shown between chimpanzees and humans in transfer of learning.
2
General skills can be used for general problems.
Experiences play an important part in learning.
The monkeys used the cognitive representation by remembering what they learned from the pervious experiments
Monkey’s applied a general rule for the learning concepts
Transfer of learning taking place.
Explanation of Learning Sets
Learning sets for the animals is like trial and error, the animals then follow the new insight from what they learned. The learning sets were used on the monkey’s. Just like in the video we learned about the monkey’s being shown two object and how they received some sort of reward for choosing the right type of design. With the learning sets the monkey’s were able to gain some sort of general skill that was present when they were trying to solve similar problems. The cognitive representation was present when the monkey’s showed that they had remembered some of these traits, rules, etc. from the previous experiences that they had gone through ( getting the reward). This shows that they learned something and applied the rules that they learned to their next experience. These learning sets show that there was some sort of transfer of learning that was taking place.
3
Positive-Aids learning knowledge and kill in one activity aids another
Negative- skills are sufficiently different
Lateral- same and knowledge skills
In different context
Explanation of Learning Set Cont.
Learning sets may have three different responses. There is positive learning sets show that it aids the learning knowledge . The skills that take place in one activity helps aid one in another activity. Neg ...
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Let's dive deeper into the world of ODC! Ricardo Alves (OutSystems) will join us to tell all about the new Data Fabric. After that, Sezen de Bruijn (OutSystems) will get into the details on how to best design a sturdy architecture within ODC.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Assuring Contact Center Experiences for Your Customers With ThousandEyes
Piaget (1)
1. Piaget
Piaget’s theory covers how our thinking
develops as we move from being a baby
to being an adult. Because it covers the
development of thinking, it is called a
theory of “cognitive development.”
2. Piaget
Understanding Piaget’s theory is very important.
Concepts to focus on: Equilibrium and related
concepts (adaptation, accommodation,
assimilation, schemas), Stages of
development (sensorimotor, preoperational,
concrete operational, formal operational),
aspects of cognition (reversibility, decentering,
egocentrism, conserving), Applications to
classroom.
“Piaget” is pronounced /pee-ah-ZHAY/
3. Schema
A schema is our understanding of a
concept—the network of knowledge and
understanding in our minds we have
related to an idea.
Sometimes our schemas can be applied to
new situations and sometimes our
schemas are not sufficient for a new
situation.
4. Piaget’s theory explains how our schemas change as we have learning experiences.
Schema
fur
4 legs
A baby’s
schema
about cats
tail 2 ears
2 eyes
5. Equilibrium
A state of cognitive balance between IN OTHER WORDS: The
individuals’ understanding of the understanding you have explains
world and their experiences. the experience you are having.
Schemas and equilibrium:
A person is experiencing
equilibrium when his or Example of disequilibrium: When Galileo
her theory (or scheme) of looked at the sky with his new telescope,
something explains past what he observed was different from what he
experiences successfully understood. He understood the sun to
and predicts new events revolve around the earth. He observed that
successfully. the movement of the stars did not support
this idea. He had to figure out a new
understanding to support his observations.
6. Equilibrium
We all try to maintain equilibrium—it gives
us a sense of being able to cope with the
world.
When an experience does not match our
understanding, we experience distress in
our disequilibrium. This distress drives us
to ADAPT—either we adapt our
understanding (accommodation) or we
adapt our experiences (assimilation).
Adaptation: the process of adjusting schemes and experiences to each other to
maintain equilibrium.
7. Schemes are mental patterns, operations, and systems. The process of forming and
using schemes in an effort to understand how the world works is organization.
Schemes and organization
2 ears
Child says:
A child’s scheme about “dog”: Child sees:
Doggie!!!
2 ears tail
fur
doggie
tail
1. furry 2. 3.
Moment of disequilibrium: Adaptation: accommodation
scheme does not work! 2 ears tail
2 ears tail
That’s not a doggie,
doggie
that’s a kitty. Kitty kitty
says meow, doggie
says bow wow
furry bow wow
furry meow
4.
5. New scheme
8. Developing and Maintaining
Equilibrium
Scheme: mental patterns, operations, and systems—our understanding of the real world
Interaction leads to disequilibrium and adaptation: assimilation and accommodation
Experiences in the “real world”
Scheme Experience Disequilibrium Accommodation
The child’s
A two year old This two year The parent definition of dog
child believes old sees a cat says, “no, changes: a dog
that dogs are and says, that’s not a has 4 legs, is
four legged “Look at the doggie, that’s furry, and does
animals with fur doggie!” a cat. not say
“meow.”
9. Accommodation vs. Assimilation
Experience Accommodation—a form of Assimilation—a form of adaptation
adaptation in which an existing in which an experience in the
scheme is modified and a new environment is incorporated into
one is created in response to an existing scheme
experience
Identify animals Kitties and doggies are different Characteristics of kitty apply to other
animals even though both are furry members of cat family (lion, tiger)
Drive car Driving stick shift is different from I can drive a semi tractor because it
driving automatic. I have to learn has a clutch and gear shift, just like my
to use the clutch and gear shift. old Toyota car
Cook You can’t make a cake in a If I know how to cook one type of
microwave pasta, I can apply that knowledge to
other types
Play music Brass instruments—you have to Once you know one brass instrument,
learn how the harmonic overtone you can play the others using the same
series works in order to play a horn knowledge
10. Accommodation vs. Assimilation
Accommodation—you have to LEARN (or change
your thinking) in order to ACCOMMODATE a new
situation. A hotel provides accommodations—
they CHANGE the sheets & other aspects of the
room for each set of new guests.
Assimilation—you can ASSIMILATE a new
experience into your world by applying old
knowledge. When you go into a new school or
job, you try to ASSIMILATE to a degree so you
fit in—you try to become “old news” and not
something new and different.
11. Factors influencing development
Experiences with the physical world. For
example, after many experiences with concrete
manipulatives, students can engage with
abstract mathematical concepts.
Social experience—the process of interacting—
usually verbally—with others. In the slide on
schemes, it was a verbal interaction between the
mother and the child that helped the child to
develop a new scheme for domestic animals.
12. Piaget’s Stages of Development
Sensorimotor—a child at this age is learning how
to deal with his or her body (senses and motor
skills, or the ability to move the body)
Preoperational—the child is not able YET to
perform certain mental operations.
Concrete Operational—the child is able to
perform operations about things he or she can
sense and handle (things that are concrete
rather than abstract)
Formal Operational—the person can handle all
adult forms of thinking and reasoning.
If you understand what the words mean, it will help you to remember the stages.
13. Visual learners: try to associate the pictures with the stage so you can remember the age.
Sensorimotor Stage
0-2 years
Children develop an understanding the
world using their senses and physical
abilities (motor capacities).
Early in this stage, children do not have a
sense of object permanence, that when
something disappears it might still exist.
Peek-a-boo is a game that gives children the experiences they need in order to
develop object permanence. Older children are bored by this game because they
already have a sense that objects that are not visible still exist. But children in the
sensorimotor stage are learning this and are therefore fascinated by the game.
14. Semiotic function: the ability to use symbols—language, pictures, signs, or
gestures—to represent actions or objects mentally. Pre-operational children
are able to use symbols to represent things that are not present, a major
accomplishment.
Preoperational Stage
2-7 years
Egocentrism—can only
deal with own perspective
Centration—focuses on
single aspect of
something
Lacks transformation,
reversability, and The point of this is that children this age are
systematic reasoning. not capable of doing certain types of thinking.
Children fundamentally think differently from
Cannot conserve adults.
15. A special note on egocentrism
You mean the
world doesn’t
revolve around me?
Ego: Latin for “I”
Centrism: “center”
Everything is centered around me. This is how children think—and no wonder, since
this is their experience as babies. As we grow up, we have to learn that other people
exist and their needs are just as legitimate as ours.
16. Characteristics of pre-operational thinking
Egocentrism—the inability to interpret an event from someone else’s point
of view.
Centration (centering)—the tendency to focus on the most perceptually
obvious aspect of an object or event to the exclusion of all others. A tall
thin glass holds more liquid in it than a wide tumbler because of the height.
Transformation—the ability to mentally trace the process of changing from
one state to another. Shell games play on this ability (or inability).
Reversability—the ability to mentally trace a line of reasoning back to its
beginning.
Systematic reasoning—the process of using logical thought to reach a
conclusion. This process is not fully available to thinkers until formal
operations.
Semiotic function—the ability to work with symbols (a major
accomplishment of pre-operational thinkers)
Collective monologue—children of this age will talk about what they are
doing without really being involved in a conversation with others.
The last three depend on being able to hold a thought about something that is different
from immediate concrete experience. Remember, little kids fundamentally think
differently from older people.
17. Conservation
Pour the same
amount of water into
two differently-
shaped glasses. A
child who cannot
conserve will think
that the one on the
right has more water
in it because it is
taller.
Conservation: the idea that the “amount” of some substance stays the same
regardless of its shape or the number of pieces into which it is divided.
18. Concrete Operational Stage
7-11 years
Can think logically about
concrete objects
Can transform, reverse,
and use systematic
reasoning as long as the
objects about which they
are thinking are present.
When I was in second grade, I got in trouble for counting on my fingers (I promptly
developed a way of counting on my fingers which wasn’t so obvious to the teacher).
Math teachers today recognize that second graders need concrete objects
(manipulables) in order to learn the operations of mathematics.
19. Characteristics of thinking that
develop during concrete operations
Seriation: the ability to order objects according
to increasing or decreasing length, weight, or
volume
Classification: the process of grouping objects
on the basis of a common characteristic
Identity: if nothing is added or taken away, a
material stays the same
Compensation: a change in one direction can
be compensated for through a change in
another direction.
Decentering: can focus on more than one
aspect at a time.
20. Formal Operational Stage
11-Adult
Can think abstractly
(does not need to have
concrete objects
available).
Can think systematically
and hypothetically
(what if…).
Remember that thinking abstractly depends not just on cognitive maturation but also on
having a certain amount of concrete experience. Older students and adults may need to
work concretely on something new before moving into the abstract.
21. Adolescent egocentrism
The assumption that everyone else shares
one’s thoughts, feelings, and concerns.
Adolescents often have the feeling that
everyone is watching what they are doing.
This contributes to their strong feelings
when they make a mistake (e.g., wearing
the wrong clothes).
22. Comparing concrete and
formal operational thinking
Flavell’s Formal Operational Concrete Operational
characteristics of Thinker Thinker
formal thought
Abstract thinking Can describe the meaning of Tends to view ideas concretely
abstract ideas, such as “make hay and literally, such as concluding
while the sun shines” to conclude “you need to harvest hay during
something such as “take an the daylight hours.”
opportunity when it’s given.” Can
deal with metaphors.
Systematic Systematically examines the Randomly chooses variables and
possible influence of multiple tries them out, often changing
strategies factors in a given situation (science more than one.
experiment, for instance).
Hypothetical and Can consider hypothetical questions Cannot consider hypothetical
and reason from there. questions. Tends to get
deductive thinking confused by them.
Hypothetico-deductive reasoning: a formal-operations problem-solving strategy in
which an individual begins by identifying all the factors that might affect a problem and
then deduces and systematically evaluates specific solutions.
23. Neo-Piagetian theories
Uses information processing theory
(attention, memory, and strategy use) in
conjunction with Piaget’s ideas about how
children think and construct knowledge.
24. Limitations of Piaget’s Theory
Children develop aspects of conservation at
different ages—understanding that a line of
blocks spread out doesn’t change the number of
blocks occurs before understanding that a ball of
clay doesn’t change when it is flattened out.
Development isn’t sudden as a stage theory
might suggest—there are subtle changes that
happen gradually in a child’s thinking.
25. Limitations of Piaget’s theory
Piaget may have underestimated what young
children can do.
Very young children can keep track of three or
four items and may be able to conserve when a
small number of things are used.
Piaget’s theory does not explain how some
youngsters are able to think abstractly (such as
children who are expert chess players).
26. Limitations of Piaget’s theory
The theory does not account for the effect
of culture on cognition.
Western people go through something like
Piaget’s stages because our schools and
culture demand this type of thinking. But
this kind of thinking may not be
characteristic of mature people in other
cultures.
27. Relationship of Development and
Learning
Development Piaget Learning
Piaget: development precedes learning. Development is creating the
schemes through adaptation and accommodation while learning is
creating the associations within the schemes..
28. Implications for teachers: Piaget
We need to understand and build on
student thinking.
Students need opportunities to construct
their knowledge—to try things out for
themselves.
“Play is children’s work” (Montessori).
Play helps children to develop their
cognitive abilities.