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Essay / Research Paper Abstract
A 4 page paper that provides a brief report and discussion on Piaget’s stages of cognitive growth and Maslow’s hierarchy of needs. The paper comments on Piaget’s concrete and formal operations and Maslow’s use of concrete and abstract thought. This is a compare and contrast paper. At the end of the paper, there are comments about the mouse sister in the Sacred Tree. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: ME12_PG697104.doc
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Unformatted sample text from the term paper:
what motivates people to do things. The basis of Piagets work was the constructivist theory of learning and instruction. Maslow was a humanist and in fact, spent years crusading to
have the humanist perspective in psychology accepted. While working with monkeys, Maslow noticed that some needs take precedence over other needs. For instance, he observed that thirst was a stronger
motivator than hunger. Deprived of each, monkeys would satisfy their need for water before they satisfied their need for food. He also theorized that if someone put a choke hold
around your neck, you would fight for air, which made breath even more important than thirst or hunger. This led to Maslows hierarchy of needs. When Piaget was working in
the Binet test lab he observed that childrens responses differed according to age. He theorized that younger children think differently than older children. His theory is comprised of two primary
aspects: the process of coming to know things and the stages we go through to acquire the ability. This eventually led to Piagets stages of cognitive development. There are
four stages in Piagets cognitive stages of growth: sensori-motor (0-2 years), pre-operational stage (2-7 years), concrete operations (7-11), and formal operations (11-15 years). By age 7, the child has had
many concrete experiences and is able to conceptualize and create logical structures to explain their experiences. The child begins to understand the concepts of reversibility and conservation. Conservation means the
child knows that the quantity of something stays the same even it takes on a different shape, for instance, the quantity of water is the same whether it is in
a short glass or a tall glass. At first sight, it looks like more water is in the tall glass. Reversibility means the child understands that things can be reversed
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