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Compare and contrast the various stages enumerated by Piaget
Essay about holden caulfield character
Compare and contrast the various stages enumerated by Piaget
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Eli Reischl Catch in the Rye by B.F. Skinner Piaget's theory of cognitive development: Piaget’s stages of cognitive development are the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. To start the book Holden is getting kicked out of his current school. He has already failed out of three other schools and is not looking forward to telling his parents he has just failed out of the fourth school that they paid for. Holden is in the fourth stage, the formal operational stage. According to piaget, in this stage people think ahead to solve problems, and in this situation, that is what Holden is trying to do to deal with his parents and getting kicked out of school. also, In this stage, people compare the results of what might happen from the choices that they could make and then they decide what path to choose. Holden is doing this when deciding how to tell his parents what had happened Mental age: Mental age is the chronological age that most typically corresponds to a given level of performance. On page 9 Holden states: “I also say ‘Boy!’ quite a lot. Partly because i have a lousy vocabulary and partly because i act quite young for my age sometimes i was sixteen then and i’m seventeen now and sometimes i act like i’m about thirteen.” The way that you act or perform on an intelligence test determines your chronological age which therefore defines your mental age. the author uses this to depict Holden’s disorder although he never states what disorder he has. ego: the ego is the executive part of one’s personality; the part that largely makes us who we are. Holden shows concern for his mother’s feelings while he is packing. On page 51 Holden states: “One thing about packing depresse... ... middle of paper ... ...e was able to think straight he wouldn't have said yes to the prostitute. If freud’s stages hold true then the motivation for this would have been his maturation of sexual interests. self-serving bias: Self-serving bias is the readiness to perceive oneself favorably. Throughout chapter 10 when talking about the lavender club he talks down upon just about everything from “a few pimply looking boys” and “whory looking blondes” to the “band was putrid.” On page 69 he states “Except for a few pimply looking guys, and a few whory looking blondes the lobby was empty.” He talks about waving money under the waiters nose as if he were the king of the place showing abnormal arrogance when it isn’t warranted. Almost as if he is better than everyone else, which could be the self-serving bias because he perceives himself favorably in contrast to everyone else in the club.
Immaturity of Holden in J.D. Salinger’s The Catcher in the Rye In J.D. Salinger’s The Catcher in the Rye, the main character, Holden, cannot accept that he must move out of childhood and into adulthood. One of Holden’s most important major problems is his lack of maturity.
Holden has several insecurities that are displayed throughout the book that hint at his condition. The protagonist’s insecurities are demonstrated in his judgment of others. He criticizes adults on their flaws as he thinks he is the only rational adult in the world, describing all adults as superficial and more importantly “phony.” Holden once referred to his headmaster as a phony when he was talking about his daughter Selma, “She probably knew what a phony slob he was.” (p. 3) Phoebe, Holden’s sister points out, that he does not only hate adults, he hates everything. Holden cannot name one thing he enjoys to satisfy his sister, indicating that he is dissatisfied with his life. Phoebe notes, “You don’t like anything that’s happening.” (p. 169) As Holden attempts to prove her wrong, she realizes something, “You can’t even name one thing.” (p. 171) Holden’s insecurities are a shining example of his mental condition.
that he is trying to hide his true identity. He does not want people to know who he really is or that he was kicked out of his fourth school. Holden is always using fake names and tries speaking in a tone to persuade someone to think a cretin way. He does this when he talks to women. While he is talking to the psychiatrist he explains peoples reactions to his lies like they really believe him, when it is very possible that he is a horrible liar and they are looking at him with a “what are you talking a bout?” expression. Holden often lies to the point where he is lying to him self.
Holden’s goal is to resist the process of maturing. He fears change and because of this, he comes up with two different personalities; one for childhood and one for adulthood. He feels more safe in one than
No single development theory satisfactorily explains behavior; however, a more comprehensive picture of child development emerges when Jean Piaget’s Theory of Cognitive Development is integrated with Abraham Maslow’s Hierarchy of Needs. Piaget’s Theory of Cognitive Development identifies four stages of development associated with age (Huitt & Hummel, 2003). Maslow’s Hierarchy of Needs “posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs” (Huitt, 2007). Comparatively, both theories argue that humans need a series of environmental and psychological support to meet our needs. Integrated, these two theories together enable teachers to understand which stage of development students are at and to create teaching
The third stage is the Concrete Operational stage (7-11 years); this is when children are starting to solve problems mentally and develop concepts and are beginning to get better at understanding and following rules. Piaget’s fourth and final stage is the Formal Operational Stage (11 years and over); this stage is where the child is able to think not only as in the terms of the concrete, but also think in the abstract and is now able to think hypothetically. Piaget’s theory is one where children learn in a different manner to that of adults as they do not have the life experiences and interactions that adults have and use to interpret information. Children learn about their world by watching, listening and doing. Piaget’s constructivist theory has had a major impact on current theories and practices of education. Piaget has helped to create a view where the focus is on the idea of developmentally appropriate education. This denotes to an education with environments, materials and curriculum that are coherent with a student’s cognitive and physical abilities along with their social and emotional
In the model I developed for child development there are three main groups: physical, mental, and social. Within these three groups are subcategories, many including ideas from various theorists, that I will use to support my system of child development. Throughout this paper, I will use ideas, definitions, and examples from the theorists I have chosen and from my own experience.
Piaget believed that human thinking is always changing, and human cognitive development is influenced by “…biological maturation, activity, social experiences, and equilibration”. Also, as humans, we tend to want organization and adaptation. According to Piaget, humans need to arrange information and personal experiences in to the mental process, and humans will adjust their thoughts into different “schemes” which is understand something one way then adding to make it correct or change the idea to fit the thought. To understand new information, Piaget believes humans “disequilibrium” which is they will add or create new schemes to assimilate or accommodate new or existing ideas or schemas to fit new or old information. This information goes
That’s the kind of guy he was.” Holden found a lot of joy and humor in the stories of all the “accomplishments” Ernest had during his school life at Pencey. Holden made Ernest out to be modest and sensitive, which overjoyed Mrs.Morrow. The thought of her son, the “sensitive boy” now well-off and happy at Pencey “glued her to her seat.” Holden liked Mrs.Morrow, so he wanted her to stay naive to her son’s true colors. He didn’t want her to feel ashamed about her troublemaker of a son. Like with Jane Gallagher, he was protecting her. Not just poking fun at some poor woman on a train. Even though he also did it to mess with Ernest a bit, he wanted her to feel proud and accomplished as a
Jean Piaget first established the foundational concepts of his cognitive theory in 1936 (McLeod, 2009), it focused on cognitive development, which is the obtaining of the capacity to understand, communicate and remember information over time (Lilienfeld et al. 2015, p. 408). Piaget structured his theory by conceptualising four key stages of cognitive development that a person progresses through via the processes known as assimilation, accommodation and adaption.
For example, suicidal thoughts or actions are a major indicator of the mental disorder (National Institute of Mental Health). Holden explains his thoughts quite morbidly, stating, “What I really felt like, though, was committing suicide. I felt like jumping out the window. I probably would've done it, too, if I'd been sure somebody'd cover me up as soon as I landed. I didn't want a bunch of stupid rubbernecks looking at me when I was all gory” (Salinger 136). The pure morbidness of these thoughts show unwellness within Holden, as fantasizing of his death and longing for it makes him a danger to himself. Also, Holden is very pessimistic and has very low self esteem. He believes he does not have enough courage to complete actions he wants to
Both Piaget and Vygotsky agreed that children's cognitive development took place in stages. (Jarvis, Chandler 2001 P.149). However they were distinguished by different styles of thinking. Piaget was the first t reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26).
Piaget theorised that children’s thinking goes through changes at each of four stages (sensory, motor, concrete operations and formal operations) of development until they can think and reason as an adult. The stages represent qualitatively different ways of thinking, are universal, and children go through each stage in the same order. According to Piaget each stage must be completed before they can move into the next one and involving increasing levels of organisation and increasingly logical underlying structures. Piaget stated that the ‘lower stages never disappear; they become inte... ...
“The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children. He was an inspiration to many who came after and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased our understanding of cognitive development.” (McLeod 2009). Piaget purposed that we move through stages of cognitive development. He noticed that children showed different characteristics throughout their childhood development. The four stages of development are The Sensorimotor stage, The Preoperational Stage, The Concrete operational stage and The Formal operational stage.
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.