Cognitive structure is the basis of language development, is Piaget s cognitive theory of view?

Piaget divided children's cognitive development into the following four stages:

Perceptual-motor stage (sensory motor stage, 0-2 years old): At the age of 1, the concept of the permanence of objects is developed, and the sensory action is used to perform its function as a base model. From instinctive reflexes to purposeful activities.

Pre-operations stage (2-7 years old): Able to use language and symbols to represent external things, without retention of concepts, without reversibility, self-centered, able to think but illogical, unable to see the comprehensiveness of things.

Concrete operations stage (7-11 years old): Able to solve problems based on concrete empirical thinking, can use the operation of concrete objects to assist thinking, and can understand the principles of reversibility and conservation.

Formal operations stage (11-16 years old): Begin to draw analogies, have logical thinking and abstract thinking. Able to think and solve problems according to the scientific principles of hypothesis verification.

These four phases have the following characteristics:

1. The order of development remains the same, but there are individual differences.

2. It is universal (not culturally specific).

3. Dependent on cognitive development, but can be generalized to other functions.

4. Each stage of development is a logically organized whole.

5. The order of each stage is a natural hierarchy (all stages of successful development will have elements of the previous stage involved in cooperation, but the latter stage is more different and more integrated than the previous stage).

6. At each stage, there will be qualitative differences in thinking patterns, not just quantitative differences.

Practical application. There are many ways in which parents can use Piaget's theories to support their children's development. Teachers can also use Piaget's theories to help their students. For example, recent studies have shown that children in the same grade and age perform differently on tasks that measure the accuracy of basic addition and subtraction.

Children at the pre-operational and specific levels of cognitive development perform arithmetic operations (such as addition and subtraction) with similar accuracy; However, at the operational level, children have been able to complete addition and subtraction problems with greater precision. Teachers can use Piaget's theories to understand where each child in the class stands on each subject by discussing the syllabus with students and parents.

One person's stage of cognitive growth is different from another's. Cognitive development, or thinking, is an active process from the beginning to the end of life. Intellectual progress occurs because people of every age and stage of development are looking for cognitive balance.

The easiest way to achieve this balance is to understand the new experience through the lens of an existing idea.

Babies learn that new objects can be grabbed in the same way as familiar objects, while adults interpret the day's headlines as evidence of their existing worldview.

Piaget's Theory of Cognitive Development:

1) The origin of cognition: the interaction of internal and external factors, and at the same time emphasizes that in this interaction, the psychology constantly produces quantitative and qualitative changes.

2) The structure of cognition: schema, assimilation, conformity, and equilibrium.

3) Stages of cognitive development:

1. Perceptual-motor stage (0 2 years old);

At this stage, children simply rely on their senses and movements to adapt to their environment. Through the feeling and action form of crawling and rolling, the low-level behavior schema is gradually obtained. One of the most obvious characteristics of the child at this stage is called object permanence (9-12 months), which refers to the child's belief that the thing has not really disappeared.

2. Pre-arithmetic stage (2 7 years old);

As children get older, cognitive development also enters a critical stage - the pre-arithmetic stage. One of the first characteristics that children in this period have is called animism, that is, everything in the world is spiritual.

3. The specific operation stage is old);

The characteristics of the child at this stage are all opposite to those of the previous stage. The hallmark of this stage is that the child has conservation, and an important feature in the development of thinking is that the thinking has reversibility.

4.formal operation stage 16 years old);

At this stage, children are able to solve problems according to logical reasoning, inductive or deductive methods, understand the meaning of symbols, and have reversible, compensatory and flexible thinking.

Children's cognitive development is the result of the interaction between the individual and the environment, in which the individual uses the two processes of assimilation and adaptation to the environment through experience in the process of interaction with the environment, so as to realize the cognition and adaptation to the environment. The essence of development is the interaction between the subject and the environment.

There are three basic perspectives on cognitive development: @认知发展的实质是主体与客体的相互作用. @认知发展的基本过程是同化. Compliance and balance. @认知结构的发展既有量的增加, there are also qualitative improvements.

In Piaget's theory of cognitive development, the "schema" is both a factor influencing cognitive development and a structure for cognitive development.

"schema" refers to the mental representation of things, events, or ideas that people form through experience and learning, also known as situational patterns. These contextual patterns play an important role in the cognitive process, helping people understand new information, construct knowledge, and solve problems.

On the one hand, situational patterns are factors that affect cognitive development. In Piaget's view, through the accumulation of experience and the acquisition of knowledge, children constantly expand or adjust their situational patterns, so as to promote their own cognitive development. For example, children deliberately look for different combinations of buttons and switches on toys, trying to figure out their functions and functions, so that they gradually understand and establish situational patterns with objects.

In other words, situational patterns are the basis of the cognitive development process and one of the key factors influencing cognitive development.

On the other hand, situational patterns are also the constructs of cognitive development. The situational model is composed of the upper structure and the lower structure, in which the upper structure represents the classification, induction and generalization of the environment and things, and the lower structure is the basis of the specific situational model, which is the basic unit for children to understand and represent new information. Therefore, the combination and adjustment of situational patterns also constitute the cognitive structure that a person gradually develops.

In conclusion, in Piaget's theory of cognitive development, the "schema" is both a factor influencing cognitive development and a structure for cognitive development. It is the foundation of cognitive hyperactivity and one of the key factors in cognitive development. The construction of contextual patterns and the dismantling of macros not only help us understand new information, but also promote the development of cognitive systems from simple to complex, from superficial to deep.

Swiss psychologist Jean Piaget divided the cognitive development from infancy to adolescence into four stages: perceptual-motor (0 2 years old), pre-pre-operation (2 7 years old), concrete operation (7 11 years old), and formal operation (11 15 years old).

1) The cognitive development of children in the perceptual-motor stage is mainly the differentiation of sensation and movement.

2) In the pre-arithmetic stage, children's various perceptual movements begin to be internalized into representations or image patterns, and they think that everything in the outside world is alive; All people have the same sense of feasting, and everything is self-centered; Cognitive activities are relatively concrete, and they are not yet capable of abstract computational thinking; Thinking is not reversible.

3) Children in the concrete operation stage already have abstract concepts in their cognitive structure, their thinking can be reversed, and they can reason logically. This stage is marked by the fact that the child has attained the conservation of length, volume, weight, and area.

4) In the formal operation stage, children's thinking is carried out in the form of propositions, and they can not only use empirical induction to reason logically, but also use hypothetical deductive reasoning to solve problems. Children at this stage not only have reversible thinking that is reverse, but also have reversible thinking that is compensatory. They no longer rigidly follow the rules, but often break them because they don't match the facts.

Piaget divided the development of cognition from infancy to adolescence into:

1) Perceptual-motor stage (0-2 years old), the cognitive development of children at this stage is mainly the differentiation of sensation and action;

2) Pre-arithmetic stage (2-7 years old), children in this stage believe that everything in the outside world is alive, all people have the same feelings, everything is self-centered, cognitive activities are relatively concrete, and they cannot carry out abstract computational thinking, and thinking is not reversible;

3) concrete operation stage (7-11 years old), children in this stage have abstract concepts, thinking can be reversed, and thus can make logical reasoning;

4) The stage of formal operation (11-15 years old), in which children's thinking has gone beyond the dependence on concrete things that can be perceived and destroyed, so that the form is freed from the content and enters the stage of formal judgment and operation.

Piaget divided the development of cognition from infancy to adolescence into:

1) Perceptual-motor stage (0-2 years old), in which children's cognitive development is mainly the differentiation of sensation and movement;

2) Pre-arithmetic stage (2-7 years old), children at this stage believe that everything in the outside world is alive, all people have the same feelings, everything is self-centered, cognitive activities are relatively concrete, and they cannot carry out abstract arithmetic thinking, and their thinking does not have the reversibility of judgment;

3) concrete operation stage (7-11 years old), children in this stage have abstract concepts, thinking can be reversed, and thus can make logical reasoning;

4) The stage of formal operation (11-15 years old), the children's thinking in this stage of guessing has gone beyond the dependence on concrete perceptible excavation and touching things, so that the form is freed from the content and enters the stage of formal operation.