1. Piaget’s Theory He was a child prodigy who published his first article in a research journal at the age of 11. Jean Piaget (1896-1980) was one of the 20th centuries most influential researchers in the area of developmental psychology.

2. Piaget’s Theory Piaget originally trained in the areas of biology and philosophy and considered himself a “genetic epistimologist.” He was mainly interested in the biological influences on “how we come to know.”

3. Piaget’s Theory Piaget believed that what distinguishes human beings from other animals is our ability to do “abstract symbolic reasoning.”

4. Piaget’s Theory Piaget's views are often compared with those of Lev Vygotsky (1896-1934), who looked more to social interaction as the primary source of cognition and behavior. This is somewhat similar to the distinctions made between Freud and Erikson in terms of the development of personality.

5. Piaget’s Theory While working in Binet’s test lab in Paris, Piaget became interested in how children think. He noticed that young children's answers were qualitatively different than older children. This suggested to him that the younger children were not less knowledgeable but, instead, answered the questions differently than their older peers because they thought differently.

6. Piaget’s Theory This implies that human development is qualitative (changes in kind) rather than quantitative (changes in amount).

7. Piaget’s Theory There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability. Piaget’s training as a biologist influenced both aspects of his theory.

8. Process of Cognitive Development As a biologist, Piaget was interested in how an organism adapts to its environment (Piaget described this ability as intelligence.) Behavior is controlled through mental organizations called schemes or schemas that the individual uses to represent the world and designate action.

9. Process of Cognitive Development This adaptation is driven by a biological drive to obtain balance between schemes/schema and the environment (equilibration).

10. Process of Cognitive Development Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes." In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes.

11. Process of Cognitive Development Piaget described two processes used by the individual in its attempt to adapt: assimilation and accomodation. Both of these processes are used thoughout life as the person increasingly adapts to the environment in a more complex manner.

12. Process of Cognitive Development Assimilation The process of using or transforming the environment so that it can be placed in preexisting cognitive structures.

13. Process of Cognitive Development Assimilation Example: an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.

14. Process of Cognitive Development Accomodation The process of changing cognitive structures in order to accept something from the environment.

15. Process of Cognitive Development Accomodation Example: the infant modifies a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.

16. Process of Cognitive Development As schemes/schemas become increasingly more complex (i.e., responsible for more complex behaviors) they are termed structures. As one's structures become more complex, they are organized in a hierarchical manner (i.e., from general to specific).

17. KOHLBERG

18. STRUCTURALIST APPROACH TO MORAL DEVELOPMENT KOHLBERG ARGUES THAT THERE ARE 25 UNIVERSAL ASPECTS TO MORAL JUDGMENTS –COMMON TO ALL CULTURES PROPERTY RIGHTS PUNISHMENT CONSIDERING MOTIVES IN JUDGING ACTIONS CONSIDERING CONSEQUENCES IN JUDGING ACTIONS CONTRACT

19. METHODOLOGY GIVE A PERSON A HYPOTHETICAL SITUATION IN STORY FORM –STORY CONTAINS A MORAL DILEMMA ASK THE PERSON TO JUDGE ANOTHER’S ACTIONS (JUDGMENT) ASK THE PERSON TO JUSTIFY HIS/HER JUDGMENT –WHY DO YOU THINK …?

20. METHODOLOGY PEOPLE’S DEVELOPMENTAL STAGE IS DETERMINED BY THEIR JUSTIFICATIONS

21. PROGRESSION BETWEEN LEVELS LEVEL 1 PEOPLE ATTEND TO THEMSELVES LEVEL 2 PEOPLE ATTEND TO OTHERS AND WHAT OTHERS THINK OF THEM LEVEL 3 PEOPLE ATTEND TO SOCIETY’S STANDARDS AND THEIR RELATIONS TO THEM AND TO THEIR OWN PRINCIPLES

22. RELATIONS BETWEEN PIAGET AND KOHLBERG PIAGET’S THEORY FOCUSES ON COGNITIVE DEVELOPMENTAL STRUCTURES ABOUT LOGICAL- MATHEMATICAL AND PHYSICAL DOMAINS KOHLBERG’S THEORY FOCUSES ON COGNITIVE DEVELOPMENT AND MORAL REASONING

23. RELATIONS BETWEEN PIAGET AND KOHLBERG THE DOMAINS OF LOGICAL- MATHMATICAL AND PHYSICAL REASONING DEAL WITH THE WORLD OF THE MIND AND OBJECTS THE DOMAIN OF MORAL REASONING DEALS WITH INTERPERSONAL RELATIONS

24. RELATIONS BETWEEN PIAGET AND KOHLBERG KOHLBERG BELIEVED THAT AN IMPORTANT ASPECT OF MORAL DEVELOPMENT THAT ALSO SEPARATES IT FROM THE PHYSICAL AND MATHEMATICAL SCIENCES IS: EMPATHY AND INDENTIFICATION –THE ABILITY TO TAKE ANOTHER’S POINT OF VIEW AND TO FEEL AS IF YOU WERE THAT PERSON

25. RELATIONS BETWEEN PIAGET AND KOHLBERG Langer, Kuhn, and Hahn (1969) TESTED CHILDREN AT DIFFERENT AGES –PIAGETIAN TASKS –KOHLBERG TASKS

26. RELATIONS BETWEEN PIAGET AND KOHLBERG FOUND THAT PIAGETIAN STAGES ARE A NECESSARY BUT NOT SUFFICIENT CONDITION FOR KOHLBERG’S STAGES EXAMPLE: –A POST-CONVENTIONAL PERSON IN KOHLBERG’S SYSTEM “MUST BE” IN PIAGET’S FORMAL OPERATIONS STAGE BUT –A FORMAL OPERATIONS STAGE PERSON COULD BE IN ANY OF KOHLBERG’S STAGES