Biography Of Piaget: A Cognitive Developmental Biography

Piaget – A Cognitive Developmental Biography
For this paper I have decided to write about someone imaginary to associate with Piaget’s Cognitive Development. The reason that I have chosen to write about someone imaginary is because I have not seen every of the stages of cognitive development in someone I know and I do not remember all of mine, so I feel that it would be in my better interest to write about an imaginary person. I will be addressing the following concepts on Piaget’s Cognitive Development: Scheme, Assimilation, Accommodation, Tertiary circular reaction, Object Permanence, Symbolic function substage, Animistic thinking, Intuitive thought substage, Conservation, Seriation, Transitivity, and Hypothetical-deductive reasoning.
Rose

When Rose was still being bottle fed, her parents noticed that she would start the sucking motion with her lips before the bottle would reach them. This would be considered to Piaget as an example of a habit, which our book said was a type of Scheme. A Scheme is, in this situation, when an infant associates a motion with a certain object. Rose has associated the bottle with her sucking, so as a result when she sees a bottle she will produce the sucking sound and motion with her lips. Rose had this habit for quite some time; she only stopped doing it a couple of months before she starting drinking from a Sippy cup. When Rose was around 10 months old and was crawling around she would get into everything. She loved being about to move about and get into things. Rose associated moving with being able to crawl around. Piaget would consider this Assimilation. Rose learned to walk just before her first birthday, Rose has adjusted her association that moving equals crawling around, now she knows; moving means she can crawl or walk around. Piaget would say that this is an example of Accommodation. Rose had to adjust her way of

She proudly tells everyone that she owns 43 coloring books and counting. Rose is very meticulous about staying in the lines of the coloring books. One day her babysitter drew Rose a picture, this fascinated Rose that the sitter didn’t need lines to make a wonderful picture, that she made the lines her self. Rose asked her sitter how she did that and her sitter told her that if you know the shape of something you can draw it. This is the first substage of the second Piagetian stage, Symbolic function substage. Rose knew what many objects looked like but she never knew that she herself could draw them until someone showed her how to do it. When Rose turned three years old she had a fascination with rocks. She and her rocks would talk all day to each other, but unfortunately all the rocks could do was talk, they could not move or breathe or see. Rose did not understand why her mother and father could not hear her rocks when they talked to them. Piaget called this animistic thinking. Rose thought that the rocks could talk but in reality, she was just thinking that they were talking. By age four all Rose would do was ask why this and why that, the one why question she was the most was why she had to go to bed if she wasn’t tired. Most parents call this the, “why stage”, but Piaget called it the intuitive thought substage. Rose thought that if she was not tired then she did not have to go to bed