Have you ever wondered how you came to have the level of psychological maturation you do today? A common area of study for people interested in the field of psychology is developmental psychology. Jean Piaget, famous for his contributions to this area of study, developed a theory on cognitive development. Piaget 's theory concentrated on the cognitive development in children in an attempt to understand the extent and maturation of human intelligence. The first aspect of Piaget 's theory is the formation of schemas. Think of a schema as a category tin which you group similar objects, actions, and situations. Piaget theorized that there were two types of learning: assimilation and accommodation. Assimilation occurs when you are exposed to
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Let 's examine the situation of purchasing an iPad. If someone is assimilating this new exposure, they would try to operate it in the same way that they operate their iPhone. After all, it looks like an iPhone, only bigger. On the other hand, the customer could accommodate this technology and assume that even though it looks similar, the iPad has a totally different range of functions than an iPhone. This would cause the customer to have two schemas for similar technologies: phones and tablets. Next, we will examine the cognitive development of a young baseball player, Tim. When he initially begins playing catch with his parents, Tim would have problems catching the ball. Let 's say that because he did not catch the ball, it rolled behind a tree. He starts to cry with the reasoning that since he could no longer see the ball, it must be gone forever. At some point during the first two years of life, he learns how to watch the ball and catch it at the same time. Additionally, he begins to understand that the ball is not gone forever, it is just temporarily out of sight. These two changes, known as hand-eye coordination and object permanence, occur during the sensory-motor stage of development. After a few games have past and he has more experience catching the ball, Tim feels the desire to catch the ball every time, never giving his teammates the chance to participate. He doesn 't understand this is wrong;
Let 's examine the situation of purchasing an iPad. If someone is assimilating this new exposure, they would try to operate it in the same way that they operate their iPhone. After all, it looks like an iPhone, only bigger. On the other hand, the customer could accommodate this technology and assume that even though it looks similar, the iPad has a totally different range of functions than an iPhone. This would cause the customer to have two schemas for similar technologies: phones and tablets. Next, we will examine the cognitive development of a young baseball player, Tim. When he initially begins playing catch with his parents, Tim would have problems catching the ball. Let 's say that because he did not catch the ball, it rolled behind a tree. He starts to cry with the reasoning that since he could no longer see the ball, it must be gone forever. At some point during the first two years of life, he learns how to watch the ball and catch it at the same time. Additionally, he begins to understand that the ball is not gone forever, it is just temporarily out of sight. These two changes, known as hand-eye coordination and object permanence, occur during the sensory-motor stage of development. After a few games have past and he has more experience catching the ball, Tim feels the desire to catch the ball every time, never giving his teammates the chance to participate. He doesn 't understand this is wrong;