Investigating Cognitive Thinking Processes and the Age at Which They Develop

Investigating Cognitive Thinking Processes and the Age at Which They

Develop

This research was based on the work of Jean Piaget and was influenced

mainly by him, the aim of the research was to assess the differences

in children’s cognitive development (thinking processes) at age ranges

from 4-6, 7-8 and 9 and above and to find out whether they would be

able to use their logic in 3 tasks originally set out by Piaget. A Lab

experiment was thought best because of the ability to replicate, in

this case it was a classroom in the setting (a nursery setting in

Trowbridge, Wiltshire) and 12 different children of varying ages were

used as opposed to the same age group or the same gender.

Introduction

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The topic that was chosen to base this research upon is one that is

featured in the A2 psychology syllabus, and is entitled Development of

thinking; this fell under the main topic of cognitive development.

Throughout this research, a Swiss psychologist, Jean Piaget, known for

his research in developmental psychology was used as a point of

reference. He studied under C. G. Jung and Eugen Bleuler in Zürich,

and then in Paris at the Sorbonne. There, he worked with Alfred Binet

in the administration of intelligence tests to children. In

re-evaluating the tests, Piaget became involved in the types of

mistakes children of various ages were likely to make. After returning

to Switzerland, Piaget began to study intensively the reasoning

processes of children at various ages.

Piaget's theory identifies four developmental stages and the processes

by which children progress through them. The four stages are:

1. Sensorim...

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...was the same number of

sweets in each row their answer was recorded. Finally, the

conservation of Length task, in this task I had 2 straws, each which

were approximately 12 inches long, lined up, one under the other. I

asked the child whether they were the same length, their answer was

recorded then while they watched, I moved the second straw slightly to

the right, making it protrude further than the first straw. I then

asked the child which was longer and their answer was recorded. Please

note that in the conservation of length and number tasks, the second

row was always the one to be manipulated, keeping the first the same.

Results

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The data that has been collected was written on record sheets that

were designed to give the answers exactly as the child responded.

These are shown in the appendix.