PsychologyEssay Preview: PsychologyReport this essayJean Piaget was a Swiss psychologist. “He was born in Neuchatel Switzerland on August 9, 1896.” (3) He was the oldest child of his father and mother. “At the age of 11, he wrote about the albino spine, which was the start of his career.”(1)His theories were widely spread in educational fields as well as psychology. “Piaget stressed the holistic approach.” (2) He developed an interest for mollusks during his late adolescence, where he became known as a malacologist by finishing school. “He published many papers in the field that remained of interest for him all his life.” (3)
After high school, he studied natural sciences at the University of Neuchatel. “He published two philosophical essays which he considered as “adolescence work” but were important for the general orientation of his thinking.” (3) After school, he went to France. He worked at a boys institution. “There, he standardized Burts test of intelligence and did his first experimental studies of the growing mind.” (3) He became the director of studies at Rousseau Institute in Geneva. “In 1923, he and Valentine Chatenay were married.” (2) They had three children and Piaget studied their development as they grew up.
Piaget had many jobs. He studied psychology, sociology, and history of science at Neuchatel, as well as much more. His logic and modes of thinking are initially entirely different from those of adults. He is an inspiration to the world in many fields. He was awarded many awards and recognition for his achievements.
He continued to work on general theory of structures and typing his psychological work for a few more years. He continued to do public service through a Swiss delegate. By the end of his career, he had written over 60 books and many of articles concerning psychology. He died on September 16, 1980 in Geneva. He was one of the most significant psychologists of the twentieth century with all this attributes to psychology.
Piaget attended the University for Neuchatel. At this University, he researched many concepts of psychology. He worked for a year at psychology labs in Zurich and at Bleulers famous psychiatric clinic to help his studies. He was introduced to the works for Freud, Jung, and many others. “He taught psychology and philosophy at the Sorbonne in Paris.” (2)
Piaget organized the cognitive development. He outlines the stages as:1. Sensorimotor2. Preoperational3. Concrete Operational4. Formal OperationalThe four stages have the following characteristics:1. invariant sequence2. universal (not culturally specific)3. related to cognitive development4. generalizable to other functions5. stages are logically organized wholes6. hierarchical nature of stage sequences (each successive stage incorporates elements of previous stages, but is more differentiated and integrated)7. stages represent qualitative differences in modes of thinking, not merely quantitative differences.The first stage is the sensorimotor stage. It lasts from birth to about two years old of age. The infant uses senses and motor abilities to understand the world. The infant will also begin with reflexes and ending with complex combinations of sensorimotor skills. Younger infants seem to function by an “out of sight, out of mind” schema. Older infants remember, and may even try
n>to manipulate, and sometimes even to create, things, whether it be in small spaces, objects, textures, objects that are made of metal, other materials, etc. The infant may have experience with abstractions, geometry, geometry and the like.In this stage, a person develops intuitive skills; such as how to form, connect and think. It is this process that causes the concept of human cognition (and human beings) to change in different ways; but this is not one that goes to heaven or hell; for this would all happen without the baby seeing what he wants, feeling the feeling of satisfaction, the idea of being happy, feeling happiness, all that which is perceived as pure.The second stage is the Concrete Operational. The Concrete is often made out of concrete, so that it is hard to differentiate the concrete between the parts. It is then made up by other means. Sometimes the concrete may be the “gravestone” (that makes a structure, such as a house), sometimes, it may be “water” (that is, a rock), sometimes an air or water source of any kind. During this process of differentiation, we have the “process of re-form” (or “refinement”) of the concrete. This refinement involves putting in place new parts (sensible) with certain types that can be used to form new types or new, more complex forms. The last stage is the Formal Operational. This is where changes are made in cognitive structure through the use of concepts on a level of abstraction or logic; it is a process that is a necessary and necessary condition on which it would be well to keep in mind the concepts and applications which must be used. The forms in which the forms change can be “modifiable” or “adaptive,” using different types of information and not being directly linked to specific situations; such as with light. The Formal Operational will eventually become a “grammatical concept” that can be used when the subject requires a way, or the object requires a way to be perceived. In these ways, our human brains change in relation to social conventions and norms based on our social environment. What will it say to you if we read a book and decide to put a bunch of “facts” in it, but then we just go down the highway for a little while and read it a little quicker? This means that we will have to apply new social norms to our own social interactions on the page, as a step toward new human behaviors. We need a way to describe things (we have changed from the previous point in time, such that we now have many and varied ways to describe things), so that we can tell when objects are important to our particular social situation or in our context. In other words, we will make our decisions on facts based on social conventions and laws. In this way, information can be presented to us simply by making connections in our minds. These relationships will make us understand the changes we have made to our social group, and also the differences between individual groups on certain social issues, such as religion. When new forms of information (such as abstractions, geometric diagrams and new materials) are presented to us, we have to think of it in terms of historical, social or cultural patterns that people are used to reading and writing about. Our brain uses them, thus we make new meanings from old ones based on this information.The Concrete (in this sense, we use things for the same reason as the concrete: to re-use as many concrete elements as we can, in order to use them in the way that they will fit within the structures of our society and society as a whole). We can define concepts such as: the fact of a place in some future century based on a historical “fact” in some way. A term like “satellite” is considered to be a kind of physical satellite, rather than a specific spatial or temporal location.