Brain growth spurts experienced during childhood tend to align with Piaget's sequence of cognitive development, such that significant advances in cognitive abilities are accounted for by substantial changes in neural functioning (Kolb & Whishaw, 2009; Overman, Bachevalier, Turner, & Peuster, 1992).

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Piaget's theory of cognitive development posits that our ability to think and reason evolves through a series of distinct stages, each approximately associated with a specific age range. This theory is a key example of the discontinuity approach, suggesting that as children move from one stage to the next, there is a significant and qualitative shift in their cognitive processes. Piaget viewed thinking as a central element of development and believed children are naturally inquisitive learners whose reasoning differs from that of adults.

Piaget's Theory of Cognitive Development

Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020, April 22). Psychology (2nd ed.). OpenStax. https://openstax.org/books/psychology-2e/pages/1-introduction

OpenStax Psychology (2nd ed.) Textbook

- Assimilation
- Accommodation
- Equilibration

Sources of Continuity in Piaget's Theory of Cognitive Development 

- Sensorimotor (0-2 years)
- Preoperational (2-7 years)
- Concrete Operational (7-11)
- Formal Operations (11+ years)

Piaget's 4 Stages of Discontinuous Child Cognitive Development

Change in schemata (mental models) based on intake of new information.

Accommodation

In Piaget's theory, assimilation is the cognitive process of incorporating new information or experiences into pre-existing mental models (schemata). This occurs when the new information is consistent with or comparable to what an individual already knows.

Cognitive Assimilation

A prototype is the most representative or ideal example of a concept that the brain uses as a technique for organizing information. An individual's prototype for a concept is often shaped by their early and personal experiences. For instance, one's mental image of a 'dog' is likely influenced by the breed of their first pet.

Prototype in Information Organization

Natural concepts are mental categories formed organically through personal experiences. These experiences can be either direct, such as first-hand sensory observations and physical interactions, or indirect, such as acquiring knowledge through media like books and films. In both cases, the conceptual understanding is constructed from real-world experiences.

Natural Concepts

An artificial concept is a mental category defined by a specific and unchanging set of characteristics that must be formally learned. Unlike natural concepts formed through experience, these concepts are based on rigid rules. Examples include the properties of geometric shapes, such as a square having four equal sides and four right angles, and mathematical formulas like the equation for area.

Artificial Concepts

Models that organize concepts through entities and relationships but do not compute anything.

Conceptual model

Encompasses all of the possible examples of a concept. For example the category of dogs includes poodles, pugs and bulldogs. 

Concepts Studied in Formal Science

According to Piaget, schemata are mental models or concepts that individuals develop to categorize and interpret information from the world around them. By adulthood, people have created these frameworks for nearly every aspect of their experience.

Schema (Piaget)

A significant criticism of Piaget's theory stems from contemporary research supporting a more continuous model of development. This view challenges Piaget's concept of discrete, qualitative stages, suggesting instead that cognitive growth is a gradual and ongoing process rather than a series of abrupt shifts.

Critique of Piaget's Discrete Stages: The Continuous Development View

Research has also challenged the timeline proposed in Piaget's theory of cognitive development. Many contemporary studies suggest that children achieve key cognitive milestones at an earlier age than Piaget described, indicating he may have underestimated their abilities at various stages.

Critique of Piaget's Timeline: Earlier Achievement of Cognitive Milestones

Proposed as a fifth stage beyond Piaget's formal operational stage, postformal thought represents a more advanced form of adult cognition. Thinking in this stage is characterized by the integration of logic with emotion, leading to decisions based on specific situations and circumstances. Unlike the more absolute logic of formal operations, postformal problem-solving is flexible and context-dependent. Adults think more deeply about complex life areas like relationships and work, and they draw upon past experiences to inform their solutions to new problems.

Postformal Stage of Cognitive Development

Proposed by psychologist Lawrence Kohlberg, this theory builds upon Jean Piaget's work on cognitive development. It posits that moral reasoning evolves through a distinct series of stages, much like cognitive abilities. Kohlberg developed this framework by presenting moral dilemmas to individuals of various ages and analyzing the logic behind their answers to determine their stage of moral reasoning. The theory suggests a progression from an egocentric moral perspective to one that encompasses the well-being of others and broader societal principles.

Kohlberg's Theory of Moral Development

Similar to the frameworks proposed by Freud and Erikson, Piaget's theory of cognitive development posits that human growth progresses through a sequence of specific stages that are generally associated with distinct age ranges.

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