The Developmental psychology of Jean Piaget

The Developmental Psychology of Jean Piaget

Study of cognitive products during the last quarter century has been influenced by domestic theory and Gallic persuasion. The behavioral theorists have been concerned with the role of mediating symbols and motivational variables; whereas those who have been influenced by Piaget have turned their attention to the maturational stages of cognitive organization. However, the intimate interaction between perceptual organization and the conceptual process and the importance of stable individual differences in mode of cognitive functioning have not received as much systematic attention as they, perhaps, deserve. Current theory holds that the child's initial perceptions of the world are global, but, with time, become more articulated and differentiated. The 4-year-old has a penchant for reacting to the stimulus-as-a-whole, whereas the 9-year-old is more likely to consider both the whole and the internal parts of a stimulus array. It is probable that this age difference is a matter of maturational capability as well as acquired habit. Conceptualization passes through a similar developmental sequence. Concepts, which are labels for groups of similar things, are also global and overgeneralized initially, but they become specific and differentiated with age. However, there is a second maxim about conceptual growth that we teach our students. With age, the child becomes increasingly more capable of using abstract concepts. Thus, cognitive development is accompanied by more differentiated perceptions and the acquisition of differentiated as well as abstract concepts. To illustrate, the child initially labels all objects that have four feet and move "dogs." With increasing age, this label is applied selectively to objects with more discrete characteristics, and concurrently, the

Psychological significance of styles of conceptualization.

A major difficulty encountered in comparative-developmental research is the location of experimental tasks which are within the response limits of widely disparate cross-sectional samples. The tasks must be easy enough so that fairly young Ss can come to grips with them and difficult enough so that adult Ss have to do some work in order to master the tasks. Correlated with the dimension of wo~kability of tasks are motivational factors which involve aspects such as attention, fatigue, and boredom. These aspects determine to a considerable extent the length of tasks which may be used and the amount of effort which will be expended by Ss. It is no surprise, in view of these difficulties, that the bulk of studies in developmental psychology are confined to proximate cross-sectional samples. It is important to note, in this general context, that the procedural and methodological problems which arise in attempts to investigate ontogenetic behavioral development may represent signposts to essential aspects of psychological functioning. These problems are discussed more extensively elsewhere by Gollin (1956, 1960) and Wohlwill (1960). The above considerations entered into the selection of materials for the present experiments. Common meaningful objects (they were copied from books prepared for pre-school age children) were selected for the recognition task. The problem under consideration was two-fold: first, how complete must the representation of a common object be in order that it be recognized; second, to what extent may the completeness of representation required for recognition be reduced as a function of training? In most investigations of the effects of experience upon recognition the stunidus materials are exposed at tachistoscopic speeds. Since very young children were to be employed in the present studies, longer exposure times were introduced and the size of the stimulus displays was made larger than is customary.

Developmental studies of visual recognition of incomplete objects

https://www.jstor.org/stable/info/1165681

Intersensory development in children

Developmental studies of perception.

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Developmental studies of perception.