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"Piaget’s Cognitive Development Theory" Jean Piaget, the famous Swiss developmental psychologist, changed the way we think ab

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问题 "Piaget’s Cognitive Development Theory"
   Jean Piaget, the famous Swiss developmental psychologist, changed the way we think about the development of children’s minds. Piaget’s theory states that children go through four stages as they actively construct their understanding of the world. Two processes underlie this cognitive construction of the world: organization and adaptation. To make sense of our world, we organize our experiences. For example, we separate important ideas from less important ideas and we connect one idea to another. In addition to organizing our observations and experiences, we adapt, adjusting to new environmental demands.
   As the infant or child seeks to construct an understanding of the world, said Piaget, the developing brain creates schemes. These are actions or mental representations that organize knowledge.
   Assimilation and Accommodation. To explain how children use and adapt their schemes, Piaget offered two concepts: assimilation and accommodation. Assimilation occurs when children use their existing schemes to deal with new information or experiences. Accommodation occurs when children adjust their schemes to take new information and experiences into account. Think about a toddler who has learned the word car to identify the family’s car. The toddler may call all moving vehicles on roads "cars," including motorcycles and trucks; the child has assimilated these objects to his or her existing scheme. But the child soon learns that motorcycles and trucks are not cars and fine-tunes the category to exclude motorcycles and trucks, accommodating the scheme.
   Assimilation and accommodation operate even in the very young infant’s life. Newborns reflexively suck everything that touches their lips; they assimilate all sorts of objects into their sucking scheme. By sucking different objects, they learn about their taste, texture, shape, and so on. After several months of experience though, they construct their understanding of the world differently. Some objects, such as fingers and the mother’s breast, can be sucked, but others, such as fuzzy blankets, should not be sucked. In other words, they accommodate their sucking scheme.
   Piaget also held that we go through four stages in understanding the world. Each of the stages is age-related and consists of distinct ways of thinking. Remember, it is the different way of understanding the world that makes one stage more advanced than another; knowing more information does not make the child’s thinking more advanced, in the Piagetian view. This is what Piaget meant when he said the child’s cognition is qualitatively different in one stage compared to another. A   What are Piaget’s four stages of cognitive development?
   B   The sensorimotor stage, which lasts from birth to about 2 years of age, is the first Piagetian stage. In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions—hence the term sensorimotor. C    At the end of the stage, 2-year-olds have sophisticated sensorimotor patterns and are beginning to operate with primitive symbols. D
   The preoperational stage, which lasts from approximately 2 to 7 years of age, is Piaget’s second stage. In this stage, children begin to go beyond simply connecting sensory information with physical action. However, according to Piaget, preschool children still lack the ability to perform what he calls operations, which are internalized mental actions that allow children to do mentally what they previously did physically. For example, if you imagine putting two sticks together to see whether they would be as long as another stick without actually moving the sticks, you are performing a concrete action.
   The concrete operational stage, which lasts from approximately 7 to 11 years of age, is the third Piagetian stage. In this stage, children can perform operations, and logical reasoning replaces intuitive thought as long as reasoning can be applied to specific or concrete examples. For instance, concrete operational thinkers cannot imagine the steps necessary to complete an algebraic equation, which is too abstract for thinking at this stage of development.
   The formal operational stage, which appears between the ages of 11 and 15, is the fourth and final Piagetian stage. In this stage, individuals move beyond concrete experiences and think in abstract and more logical terms. As part of thinking more abstractly, adolescents develop images of ideal circumstances. They might think about what an ideal parent is like and compare their parents to this ideal standard. They begin to entertain possibilities for the future and are fascinated with what they can be. In solving problems, formal operational thinkers are more systematic, developing hypotheses about why something is happening the way it is, then testing these hypotheses in a deductive manner.
The word others in the passage refers to
选项 A、months
B、objects
C、fingers
D、blankets
答案B
解析 "Some objects such as fingers and the mother’s breast, can be sucked, but others [other objects], such as fuzzy blankets, should not be sucked." The noun "others" does not refer to Choices A, C, and D.
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