Chapter 2 How and Why People Develop and Learn 27
Goodheart-Willcox Publisher
2-4
Piaget viewed intelligence as a process that helps people adapt to their environment.
objects. Instead, others believe that the
social and cultural environment shapes
human cognitive development. Cogni-
tive development does not just happen,
but occurs because humans interact with
other people, not just objects. They learn
language. They learn how to use tools
such as pencils, computers, art media,
and other tools that aid communication.
Generation after generation, older people
pass this knowledge to younger people.
Vygotsky was one well-known
researcher who believed that children are
social beings and develop their minds
through interactions with parents, teach-
ers, and other knowledgeable people, 2-5.
For example, when Mackenzie’s teacher
shows her how to fold and cut a paper
heart, she may later repeat her teacher’s
instructions to herself. Through this and
many other interactions, she will learn to
be a skilled problem solver. This internal-
ization of problem solving will continue
throughout life as Mackenzie interacts
with mentors.
Piaget’s Stages of Cognitive Development
Stage Age Description
Sensorimotor Birth to 2 years Babies begin to learn about the world through exploring with their
mouths, grasping objects, and using other senses. Learning relies on
reflexes, but moves to more sophisticated behaviors.
Preoperational 2 to 7 years Toddlers and young children begin to learn to communicate through
language or other symbols. They do not make broad generalizations
about things they learn, but learn specific knowledge. As they progress
through this stage, they begin to understand concepts such as revers-
ibility and consequences.
Concrete
operational
7 to 11 years Children in this stage can make generalizations and understand
reversibility and consequences. They understand that an action or
behavior can cause a chain of events resulting in a different result.
They can group, subgroup, and make classification hierarchies. They
become more logical during this stage.
Formal
operational
11 years and older Individuals become more logical, concrete, and can process
abstract thoughts during this stage. They can make predictions about
cause and effect, use analogies and metaphors, and entertain “what if”
questions. Objects do not need to be seen to be considered.
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2-5
Vygotsky believed that social interaction is critical
to cognitive development.