Piaget’s stages of cognitive development | Processing the Environment | MCAT | Khan Academy

Piaget’s stages of cognitive development | Processing the Environment | MCAT | Khan Academy


100 Replies to “Piaget’s stages of cognitive development | Processing the Environment | MCAT | Khan Academy”

  1. Cognitive Learning AS the Basis of Individual Identity

    The role of cognitive learning – both through non-verbal and verbal interaction – in identity formation is as much ubiquitous as it is ephemeral!
    This means that every orientation, disposition, attitude, belief, and every other facet of individual identity we ASSUME, represents nothing more than an ever-evolving amalgam of learned cognitive constructs.

    Non-verbal learning plays a particular role in identity development because:
    a. It formulates the foundation of how we interact with our environment and learn.
    – and –
    b. Once we're aware of the learned nature of identity, that awareness immediately debunks the "born that way" canard, as well as every other personality/identity trait we'd previously presumed to be innate.

    This awareness is an acknowledgement that whatever inchoate energy it is that animates our physical body, it has NO IDENTITY at all – genetic, predestined, pre-determined, or otherwise.

    Bottom line is that, as far as metaphysical (as opposed to physical) identity is concerned, NO ONE is "born that way"!

  2. 😂 When she explains it it's so simple. My professor explains it in a confusing way. Thank you! Got an exam coming up. So helpful!

  3. Sorry but the 2 – 7 year old pre-operational stage is completely wrong as presented in this video. Children (who do not have developmental delays) learn to speak before they're 2 and they already understand how to play hide and seek without merely covering their own eyes long before the age of seven. It's explained in a very clear manner but it seems as if you're somewhat confused in your explanation. The object permanence mentioned in the first stage is when they don't realise that they haven't disappeared just by covering their own eyes because they don't realise their own permanence.

  4. now i see, never understood this when i was doing it in class but that sweet cute voice cleared it all up. thank you!!

  5. I believe that the explanation for object permanence may be incorrect.  The video states that, "object permanence means that infants don't recognize that objects still exist even though they cannot see them.  So for example, if you give an infant a toy o something, say you have a nice ball for them and you take it away they won't look for it because they don't understand that it still exist."

    During the sensorimotor stage object permanence allows the child to recognize that objects CONTINUE to exist even when they are OUT OF SIGHT.  An example would be when a child searches for a toy that is hidden under a blanket, even if they toy cannot be seen.  

    I think you all should correct this information so that individuals who are looking at this material for clarity and as an additional study material they are provided the right information.

  6. "So go find a child and see what stage they're in"
    I would hope that we are in the process of refining the fourth stage and have considered the consequences of finding a child and submitting them to tests. LoL

    Great lecture! Thank you!

  7. this is nice.this is how this theory of development can be made easy.I like the lecture her voice is crystal clear.

  8. If you take away their ball at age 0-2 they wont miss it cause they wont know that it exists? Uhmm, you take a away their bottle and they def know it exists. So, how does that make any sense?

  9. Thanks, it was a good video. Although, I'm still laughing at "Go find a child and see in what stage he's in." I pictured someone going in the street and test a random child. Will the phrase "Sorry, it was for science" be acceptable enough to avoid jail? Ah ah ah

  10. i am from norway and have about his theory in my exam, but i have to say that this is so much easier to understand than the books! even though it is not my first language, i got more out of this! thank you 😀

  11. There is a wrong statement used here which is children in the age group of 2-7 are egocentric , this is wrong as children when they reach the age of 13 start becoming egocentric and moreover egocentrism was a theory which was given by David Elkind and not piaget

  12. Thanks, spent hours reading and I didn't understand but the video helped, now I understand this theory better than explained in the book 😘

  13. ur videos are very clear ..but like memory and learning chapters , it would be beneficial to have cognition,language and intelligence as a whole chapters videos ..do u have all videos under this chapter ?if yes could u tell me which one ? i havent found it here

  14. I liked it this but as constructive critic you should use another way to explain.. different drowing or something like that! or pictures . thanks

  15. In regards to the last stage,if children who are 12+ years reason like an adult,then why was i extremely bullied most of my teen life until 19 years old.

  16. Piagets described the overall development of a childs interaction with the environment, do you agree/disagree? With examples substantiate your answer please share?

  17. A two year old cries when mom leaves for the market. You think the child is crying because it thinks mom won't return. Untrue. The child is crying because it wanted to go, too. Sucha a stupid question about water conservation. Which one has more implies that one has more. The only way to get an accurate response is to make it multiple choice using the same amount as one choice.

  18. Thumbs down, this so called academy if you can call it that, attempts to cover too many subjects and thus does a poor job of doing so, I would recommend blocking this channel all together

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