Piaget's theory of cognitive development: Difference between revisions

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[[File:Jean Piaget in Ann Arbor.png|thumb|[[Jean Piaget]] in [[Ann Arbor]]]]

'''Piaget's theoryTheory of cognitiveCognitive developmentDevelopment,''' or his "genetic epistemology," is a comprehensive theory about the nature and development of human [[intelligence]]. It was originated by the Swiss [[developmental psychologist]] [[Jean Piaget]] (1896–1980). The theory deals with the [[epistemology|nature of knowledge]] itself and how humans gradually come to acquire, construct, and use it.<ref>{{cite web|url=http://search.credoreference.com/content/entry/wileyse/cognitive_development/0|title=Cognitive Development - Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals - Credo Reference|website=search.credoreference.com}}</ref> Piaget's theory is mainly known as a [[Developmental stage theories|developmental stage theory]].

In 1919, while working at the Alfred Binet Laboratory School in [[Paris]], Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems".<ref>{{Cite book |last=Franzoi |first=Stephen L. |title=Essentials of Psychology |publisher=BVT Publishing |year=2014 |isbn=9781618826947 |edition=5th |___location=Redding, CA |pages=119}}</ref> His experience and observations at the Alfred Binet Laboratory were the beginnings of his theory of cognitive development.<ref>{{Citation|last=Piaget|first=Jean|title=Jean Piaget.|date=1952|url=http://content.apa.org/books/11154-011|work=A History of Psychology in Autobiography, Vol IV.|pages=237–256|editor-last=Boring|editor-first=Edwin G.|place=Worcester|publisher=Clark University Press|language=en|doi=10.1037/11154-011|access-date=2021-02-28|editor2-last=Werner|editor2-first=Heinz|editor3-last=Langfeld|editor3-first=Herbert S.|editor4-last=Yerkes|editor4-first=Robert M.}}</ref>

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==Nature of intelligence: operative and figurative==

Piaget notedargued that [[reality]] is a dynamic system of continuous changeconstruction. Reality is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states.<ref>Piaget, J. (1977). The role of action in the development of thinking. In ''Knowledge and development'' (pp. 17–42). Springer US.</ref> ''Transformations'' refer to all manners of changes that a thing or person can undergo. ''States'' refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, and similarly humans change in their characteristics as they grow older), in size (a toddler does not walk and run without falling, but after 7 yrs of age, the child's sensorimotor anatomy is well developed and now acquires skill faster), or in placement or ___location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, if human [[intelligence]] is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality.<ref>{{cite journal|url=http://go.galegroup.com/ps/i.do?id=GALE%7CCX1562500095&v=2.1&it=r&p=GVRL&sw=w&asid=15311e6ee67b398da4f1a1967f58503d|title=Constructivism|first=Garance|last=Maréchal|date=30 November 2009|journal=Encyclopedia of Case Study Research|volume=1}}</ref> He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality, and that figurative intelligence is responsible for the representation of the static aspects of reality.<ref>Piaget, J., & Inhelder, B. (1973). ''Memory and intelligence''. London: Routledge and Kegan Paul.</ref>

''Operative intelligence'' is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest.<ref name="Furth, H. G. 1977">Furth, H. G. (1977). The operative and figurative aspects of knowledge in Piaget's theory. B. A. Geber (Ed.). London, England: Routledge & Kegan Paul.</ref> ''Figurative intelligence'' is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves [[perception]], [[imitation]], [[mental image]]ry, drawing, and language.<ref name="go.galegroup.com1">{{cite journal|url=http://go.galegroup.com/ps/i.do?id=GALE%7CCX3407100185&v=2.1&it=r&p=GVRL&sw=w&asid=b71fd57e9d31971ea40106f27e199015|title=Piaget, Jean (1896-1980)|first=Howard E.|last=Gruber|date=30 November 2003|journal=Learning and Memory}}</ref> Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget stated that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence.<ref name="Furth, H. G. 1977"/>