- 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

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.

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- Piaget's Theory
- Information Processing Theories
- Core Knowledge Theories
- Sociocultural & Socioeconomic Theories
- Dynamic Systems Theories
- John Bowlby's Attachment Theory

Theories of Cognitive Development

Discontinuous development is a theory proposing that human growth occurs in distinct, unique stages that are tied to specific times or ages. According to this view, developmental changes are sudden and qualitative, rather than gradual. A classic example is an infant's sudden grasp of object permanence, which represents a new stage of cognitive ability.

Discontinuous Development

Jean Piaget was an early developmental psychologist whose research provided enormous insight into the cognitive differences between young children and adults. For example, he demonstrated that very young children do not possess object permanence. He is also known for developing specific experimental methods to test his theories, such as the Three-Mountain Task designed to assess egocentrism.

Jean Piaget

Developmental psychology offers several major theoretical frameworks to explain how individuals grow and develop into healthy adults. These include Sigmund Freud's psychosexual theory, which focuses on stages related to bodily erogenous zones; Erik Erikson's psychosocial theory, which builds on Freud's work but emphasizes the role of social interactions in shaping identity; Jean Piaget's cognitive theory, which describes the stages of children's thinking and reasoning; and Lawrence Kohlberg's theory of moral development, which posits that moral thinking evolves through levels that are dependent on cognitive development.

Overview of Major Developmental Theories

Siegler, R., Saffran, J. R., Eisenberg, N., Deloache, J., &amp; Gershoff, E. (2017). How Children Develop (5th ed.). Worth Publishers, Inc.

How Children Develop Textbook

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

Traces the sequences of the different operations within the mind - similar to how a computer is broken down into memory units, an input processor, etc.

Information-Processing approach

Core knowledge theories focus on two important concepts. The first is that information that has been important over time as people have evolved. The second is that people think in ways that are more complex than what Piaget thought.

Core Knowledge Theories in Cognitive Development

Sociocultural theories emphasize that it is the interaction between the child and the people around them in shaping their cognitive development. These theories emphasize the importance of guided participation and considering the cultural context.

Sociocultural Theories in Cognitive Development

The dynamic systems theory in cognitive development examines how changes in actions occur over time and how that change can shape the cognitive development of children over time. This theory emphasizes that children are born with the internal motivation to explore the world.

Dynamic Systems Theories in Social Development

The social standing/class of a person, factoring in education, income, and occupation. It’s widely believed that SES is a large factor in how successful a student will be with learning.

Socioeconomic Status (SES)

Piaget's Theory of Cognitive Development

An infant's sudden ability to conceive of object permanence—the understanding that objects continue to exist even when out of sight—is a key example used to illustrate discontinuous development. This cognitive leap is seen as a sudden change, representing a shift into a new and distinct stage of development.

Example of Discontinuous Development: Object Permanence

Based on the case study provided, how would a theorist who believes in a discontinuous model of development interpret the child's sudden change in understanding?

Analyzing a Child's Cognitive Leap

A critical aspect of studying developmental psychology involves comparing and contrasting the primary theories of development. This analysis includes evaluating the strengths and weaknesses of foundational frameworks like Freud's psychosexual theory, Erikson's psychosocial theory, Piaget's cognitive theory, and Kohlberg's moral development theory.

Comparison of Major Developmental Theories

According to Sigmund Freud, personality develops during early childhood and is profoundly shaped by these formative experiences. He viewed development as a discontinuous process, proposing that individuals must pass through a series of psychosexual stages. Central to this theory is the idea that a child's pleasure-seeking urges are focused on different erogenous zones at each stage. Freud believed that if a child lacks proper nurturance and parenting during a particular stage, they can become fixated, which influences their personality and behavior in adulthood.

Freud's Theory of Psychosexual Development

Erikson's psychosocial development theory suggests that personality development is a lifelong journey influenced more by social interactions than by sexual drives. According to this theory, individuals are motivated by a need to achieve competence in different aspects of their lives. This development unfolds through eight stages, where social experiences continuously shape one's sense of self, known as ego identity.

Erikson's Theory of Psychosocial Development

A psychologist is studying an adolescent who is struggling with questions like "Who am I?" and is trying out different social roles and styles to find a sense of self. This psychologist's work is most aligned with the core principles of which developmental perspective?

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