Editing Cognition (section)

=== Piaget's theory of cognitive development ===
{{Main|Piaget's theory of cognitive development}}
For years, [[List of sociologists|sociologists]] and [[psychologist]]s have conducted studies on [[cognitive development]], i.e. the construction of human thought or mental processes.{{cn|date=August 2024}}

[[Jean Piaget]] was one of the most important and influential people in the field of [[developmental psychology]]. He believed that humans are unique in comparison to animals because we have the capacity to do "abstract symbolic reasoning". His work can be compared to [[Lev Vygotsky]], [[Sigmund Freud]], and [[Erik Erikson]] who were also great contributors in the field of developmental psychology. Piaget is known for studying the cognitive development in children, having studied his own three children and their intellectual development, from which he would come to a [[Piaget's theory of cognitive development|theory of cognitive development]] that describes the developmental stages of childhood.<ref>{{cite web|last=Cherry|first=Kendra|name-list-style=vanc|title=Jean Piaget Biography|url=http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm|publisher=The New York Times Company|access-date=18 September 2012|archive-date=19 April 2016|archive-url=https://web.archive.org/web/20160419045331/http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm|url-status=dead}}</ref>

{| class="wikitable"
|-
! Stage !! Age or Period !! Description<ref>{{cite book | vauthors = Parke RD, Gauvain M | date = 2009 | title = Child Psychology: A Contemporary Viewpoint | edition = 7th | location = Boston | publisher = [[McGraw-Hill Education|McGraw-Hill]] }}{{ISBN?}}</ref>
|-
| Sensorimotor stage ||[[Infant|Infancy]] (0–2 years) || Intelligence is present; motor activity but no symbols; knowledge is developing yet limited; knowledge is based on experiences/ interactions; mobility allows the child to learn new things; some language skills are developed at the end of this stage. The goal is to develop [[object permanence]], achieving a basic understanding of [[causality]], time, and space.
|-
| Preoperational stage ||[[Toddler]] and [[Early childhood|Early Childhood]] (2–7 years) || Symbols or language skills are present; memory and imagination are developed; non-reversible and non-logical thinking; shows intuitive [[problem solving]]; begins to perceive relationships; grasps the concept of conservation of numbers; predominantly [[Egocentrism|egocentric]] thinking.
|-
| Concrete operational stage || Elementary and Early [[Adolescence]] (7–12 years) || Logical and systematic form of intelligence; manipulation of symbols related to [[Physical object|concrete objects]]; thinking is now characterized by reversibility and the ability to take the role of another; grasps concepts of the [[conservation of mass]], length, weight, and volume; predominantly operational thinking; nonreversible and egocentric thinking
|-
| Formal operational stage || Adolescence and [[Adult]]hood (12 years and on) || Logical use of symbols related to abstract concepts; Acquires flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis testing; can consider possible alternatives in complex reasoning and problem-solving.
|}