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Piaget's theory of cognitive development
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. Piaget believed that one's childhood plays a vital and active role in a person's development 〔http://proxy.wexler.hunter.cuny.edu/login?url=/login?qurl=http://search.credoreference.com.proxy.wexler.hunter.cuny.edu/content/entry/conscitech/developmental_psychology/0〕 Piaget's idea is primarily known as a developmental stage theory. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.〔Torres, J. and Ash, M. (2007). Cognitive development. In Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. Retrieved from http://proxy.wexler.hunter.cuny.edu/login?url=/login?qurl=http://search.credoreference.com.proxy.wexler.hunter.cuny.edu/content/entry/wileyse/cognitive_development/0〕 To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly. Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.〔Baldwin, J. (2005). Jean Piaget. In Key thinkers in linguistics and the philosophy of language. Retrieved from http://proxy.wexler.hunter.cuny.edu/login?url=/login?qurl=http://search.credoreference.com/content/entry/edinburghthinkl/jean_piaget/0〕 Piaget's earlier work received the greatest attention. Many parents have been encouraged to provide a rich, supportive environment for their child's natural propensity to grow and learn. Child-centered classrooms and "open education" are direct applications of Piaget's views.〔Great Lives from History: The Twentieth Century; September 2008, p1-3〕 Despite its huge success, Piaget's theory has some limitations that Piaget recognized himself: for example, the theory supports sharp stages rather than continuous development (decalage).〔Singer-Freeman, Karen E. "Concrete Operational Period." Encyclopedia of Human Development. Ed. Neil J. Salkind. Vol. 1. Thousand Oaks, CA: SAGE Reference, 2006. 291-292. Gale Virtual Reference Library. Web. 10 Dec. 2014.http://go.galegroup.com/ps/i.do?id=GALE%7CCX3466300160&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b6bd1ae3a4e93016b772396b5848a349〕
==Nature of intelligence: operative and figurative==
Piaget noted that reality is a dynamic system of continuous change and, as such, is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states.〔Piaget, J. (1977). The role of action in the development of thinking. In Knowledge and development (pp. 17-42). Springer US.〕 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 (for example, a series of coins on a table might be placed close to each other or far apart), 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.〔Maréchal, G. (2010). Constructivism. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of Case Study Research (Vol. 1, pp. 220-225). Thousand Oaks, CA: SAGE Reference. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX1562500095&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=15311e6ee67b398da4f1a1967f58503d〕 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.〔Piaget, J., & Inhelder, B. (1973). ''Memory and intelligence''. London: Routledge and Kegan Paul.〕
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.〔Furth, H. G. (1977). The operative and figurative aspects of knowledge in Piaget's theory. B. A. Geber (Ed.). London,, England: Routledge & Kegan Paul.〕 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 imagery, drawing, and language.〔Gruber, H. E. (2004). Piaget, Jean (1896-1980). In J. H. Byrne (Ed.), Learning and Memory (2nd ed., pp. 526-529). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX3407100185&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b71fd57e9d31971ea40106f27e199015〕 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.〔
At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget stated that this process of understanding and change involves two basic functions: assimilation and accommodation.〔〔Assimilation. (2001). In B. Strickland (Ed.), The Gale Encyclopedia of Psychology (2nd ed., pp. 49-50). Detroit: Gale. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX3406000055&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=174d9bd2c42c2e8475446e5c13301c8d〕〔Fox, J. E. (2006). Assimilation. In N. J. Salkind (Ed.), Encyclopedia of Human Development (Vol. 1, pp. 118-119). Thousand Oaks, CA: SAGE Reference. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX3466300066&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=ed09320c311b0c0e856cb2ce7c4cd810〕〔ELKIND, D. (2002). Piaget, Jean (1896–1980). In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 5, pp. 1894-1898). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX3403200491&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=8de3eeb14aba519a97e788201dd42234〕
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