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Stage 1
- Use of reflexes
- 0-1 month
- Behavior innate, reflexive, specific, predictable to specific stimuli
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Stage 2
- First acquired adaptations and primary circular reactions
- 1-4 months
- Initiates, prolongs, and repeats behavior not previously occuring
- Acquires response to stimulus that creates another stimulus and response
- Modifies innate reflexes
- Learns feel of own body
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Stage 3
- Secondary circular reactions
- 4-8 months
- Learns from unintentional behavior
- Motor skills and vision further coordinated as infant learns to prolong or repeat
- Interest in environment
- Explores work from sitting position
- Assimilates new objects into old behavior pattern
- Behavior increasingly intentional
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Stage 4
- Coordination of secondary schema acquisition of instrumental behavior, active search for vanished objects
- Uses familiar behavior patterns in new situation to accomplish goal
- Differentiates objects, including mother from stranger
- Retains memory of object hidden from view
- Combines actions to obtain desired, hidden object; explores object
- Imitates others when behavior finished
- Develops individual habits
- Cognitive development enhanced by increasing motor and language skills
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Stage 5
- Tertiary circular reactions and discovery of new means by active experimentation
- 12-18 months
- Invents new behavior not previously performed
- Uses fewer previous behaviors
- Explores variations or varies actions as repeats behavior
- Uses trial-and-error
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Stage 6
- Internal representation of action in external world
- 18-24 months
- Pictures events to self; follows through mentally to some degree
- Uses deliberate trial-and-error
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Preoperational Period
- 2-7 years
- Internalizes schemata of more and more of the environment, rules, and relationships
- Egocentric - focuses on single aspect of object and neglects other attributes because of lack of experience and reference systems, which results in false logic
- Follows rules in egocentric way; rules external to self
- Is static and irreversible in thinking; cannot transform from one state to another
- Develops story or idea while forgetting original idea so that the final statements disconnected
- Tries logical thinking; at times sounds logical but lacks perspective so that false logic and inconsistent, unorganized thinking result
- Is magical, global, primitive in reasoning
- Begins to connect past to present events
- Links events by sequence rather than causality
- Is anthropomorphic
- Lacks reversibility in thinking, or multiple viewpoints
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Preconceptual Stage
- 2-4 years
- Forms images or preconcepts on basis of thinking
- Lacks ability to define property or to denote hierarchy or relationships of objects
- Constructs concepts in global way
- Unable to use time, space, equivalence, and class inclusion in concept formation
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Intuitive stage
- 4-7 years
- Forms concepts increasingly; some limitations
- Defines one property at a time
- Has difficulty stating definition but knows how to use object
- Uses transductive logic (general to specific) rather than deductive or inductive
- Begins to classify in ascending or descending order
- Begins to do seriation
- Begins to note cause-effect relationships
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Concrete Operations Period
- 7-11 years
- Organizes and stabilizes thinking; more rational
- See interrelationships increasingly
- Does mental operations using tangible, visible references
- Able to decenter
- Recognizes number, length, volume, area, weight is the same even when perception of object changes
- Develops conversation asa experience is gained with physical properties of objects
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Formal Operations Period
- 12 years and beyond
- Manifests adultlike thinking
- Not limited by own perception or concrete references for ideas
- Combines various ideas into concepts
- Coordinates two or more reference systems
- Develops morality or restraint and cooperation in behavior
- Uses rules to structure interactions in socially acceptable way
- Uses probability concept
- Works from definition or concept only to solve problem
- Solves problem mentally and considers alternatives before acting
- Considers number of variables at one time and links them to formulate hypotheses
- Begins to reason deductively and inductively
- Relates concepts or constructs not readily evident in external world
- Formulates advanced concepts or proportions, space destiny, momentum
- Increases intellectual ability to include art, science, humanities, religion, philosophy
- Is increasingly less egocentric
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