Studies on Adolescene of Piaget and Erikson Essay -- Compare Cognitive

Studies on Adolescene of Piaget and EriksonAdolescence is considered a difficult time of purport and unrivalled in which a number of changes occur as the individual achieves a certain integration of different scenes of personality. One approach to the cognitive and worked up transitions made at different times of life is to consider how the changes in, say, adolescence be linked to a continuum of change beginning in childhood and go on without life. Some theorists, such as Piaget, were interested primarily in the transitions of childhood and youth, while others, such as Erikson, saw all of life as a series of transitions and offered a continuum of stops covering all of life.Piaget became mesmerized in his early studies with his discovery that children of the very(prenominal) age often gave the same incorrect answers to questions, suggesting that there were consistent, qualitative differences in the nature of reasoning at different ages, not simply a quantitative increase in the amount of intelligence or knowledge. This discovery marked the beginning of Piagets continue effort to identify changes in the guidance children think how they perceive their human being in different ways at different points in ontogeny. Piagets contributions crapper be summarized by grouping them into four main areas. First, he produced literary works on the general stages of intellectual development from infancy through adulthood. This worry occupied him from 1925 to 1940, and after 1940 he began to describe some of the developmental stages in formal, structural terms using models from symbolic logic (Flavell, 1963, 1-9).The different stages postulated by Piaget help to explain different rats of learning at different ages as well as the types of learning possible at different ages for the bulk of the population. Learning itself is seen by Piaget as a process of discovery on the part of the individual, and learning as a formal activity becomes a system of organization by which instruction is enhanced by the way the teacher arranges experience. Learning is thus experiential, and Piaget suggests that experiences have meaning to the extent that they bed be assimilated. Such assimilation does not take place without accommodation, an aspect of considerable importance from the point of view of adaptation and possible developmentOne of the principal aims of the teacher wil... ...enerativity versus stagnation--the individual needs to be unavoidable and to assist the younger members of society, and generativity is concerned with guiding the next generation. The last stage is that of ego integrity versus despair, and this is the time when the way the other conflicts were decided has an influence. If the antedate conflicts were not suitably handled, despair may result in posterior life (Liebert & Spiegler, 1982, 88-92).Piaget was most interested in the learning stages for the child, while Erikson carried his stages through the life cycle. Both indicate h ow the stage of adolescence is part of a continuum, however, nimble for by childhood and leading to adulthood. Further research may speciate even more divisions over the adolescent years.ReferencesFlavell, J.H. (1963). The developmental psychology of blue jean Piaget. in the raw York D. Van Nostrand.Furth, H.G. (1969). Piaget and Knowledge. Englewood Cliffs, New Jersey Prentice-Hall.Liebert, R. M. & M. D. Spiegler (1982). Personality Strategies and issues. Homewood, Illinois The Dorsey Press.Whitbourne, S.K. & C.S. Weinstock (1986). Adult development. New York Praeger.