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A 4 page paper. The first section discusses Piaget’s stages of cognitive development. The second section explains Pavlov’s classical conditioning. The writer comments on how these may relate to each other. Bibliography lists 5 sources.
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4 pages (~225 words per page)
File: ME12_PGpgpvlv.rtf
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of cognitive development, which he argued were sequential and invariant. Sequential means each stage must follow the last, there is no skipping over stages and invariant means they are universal,
all children transition through all stages. Piagets stages are: 1. Sensorimotor stage, ages birth through 2 years old. During this stage, the infant distinguishes himself from other objects and begins
to learn that things exist even if he cannot see them (Miller, 2002; Piaget and Inhelder, 2000). 2. Preoperational stage from about 2-7 years old. The child learns an enormous
amount during these years, such as language. The childs thinking is still egocentric and he is not yet able to conceptualize abstractly (Miller, 2002; Piaget and Inhelder, 2000). 3. Concrete
Operations from ages 7-11 years. By now, the child has had many difference experiences. He begins to conceptualize and is able to create logical structures that can explain his own
physical experiences. The child is now ready for abstract problem solving (Miller, 2002; Piaget and Inhelder, 2000). 4. Formal operations from ages 11-15 (and even beyond). The childs conceptual reasoning
is good and continues to develop. He can now think about abstract propositions (Miller, 2002; Piaget and Inhelder, 2000). Piaget also offered another important theory that goes along with these
stages. He said that there are three fundamental processes that are involved with learning new information. Assimilation allows the child to incorporate new information into their existing cognitive structures. Cognitive
structures are like categories of knowledge (Feldman, 2010; Miller, 2002; Piaget and Inhelder, 2000). Piaget called these the building blocks for learning (Feldman, 2010). Accommodation is the second process. When
accommodation is used, the child changes their existing cognitive structure to allow accepting or accommodating this new information (Feldman, 2010; Miller, 2002; Piaget and Inhelder, 2000). Equilibrium is the third
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