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Essay / Research Paper Abstract
This 8 page paper provides an overview of Piaget's views of object permanence and the impact on cognitive development theories. Bibliography lists 5 sources.
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8 pages (~225 words per page)
File: MH11_MHPiaCog.rtf
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when the object is not in visual sight. More specifically, Piaget argued that infants do not have the ability to recognize that objects maintain their physical, temporal and spatial
properties when they are hidden. Renee Baillargeon, in the article Object Permanence in Young Infants, conducted a study of infants and young children in order to challenge Piagets perspectives,
and created a study that relates outcomes contradictory to Piagets initial views. In understanding the varied views on the issue of object permanence, it is necessary to consider the cognitive
and developmental theories of Piaget and their value in assessing object permanence. Further, assessing the application of this theory in the development of Baillargeons study is just one way
of critiquing the views of Piaget in light of differing study outcomes. Piagets Developmental Perspective Piaget adopts a very pragmatic and stage-oriented model in his learning theory, which focuses
not only on the assimilation of socialized behaviors and learning, but also looks at the basic progression of the human intellect, the similarities that all individuals share in the developmental
process, and the link between cognitive assimilation and intellectual learning. Piaget posited that children not only form their intellectual development through the observation and socialization they receive in their
early stages, but also take this information and construct differentiated mental processes as they interact with different components of their environment (Piaget, 1954). Piagets vision of the development of
the intellect is based not only in his conceptualization of the application of learning, but also in the developmental stages and the relationship between these stages and what Piaget described
as fundamental "schema," or the differentiated organized ways that children learn to interact with the world around them based in both necessity and experiential development (Piaget, 1954). Piaget
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