Name: 心智的進擊：帶你剖析不同年齡的心智成長！(Piaget's Theory of Cognitive Development)
Uploaded: 2019-06-02T21:01:20.000Z
Duration: 6 min 56 s

Piaget's theory argues that we have to conquer four stages of cognitive development.

皮亞傑的理論表示：我們必須克服認知發展的四階段。

Third the concrete operational stage and fourth the formal operational stage.

第三，具體運算階段，以及第四，形式運算階段。

Only once we have gone through all the stages, at what age can vary, we are able to reach full human intelligence.

年齡不盡一樣，但唯有當我們走過所有的階段，我們的智力才能完全發展。

One, the sensori-motor stage, ages birth to two.

第一，感知運動階段，出生至 2 歲期間。

In the sensori-motor stage, we develop through experiences and movement our five senses.

在感知運動階段，我們透過體驗以及五官的運用來發展。

Our brain wants to see, hear, smell, taste and touch as much as possible.

我們的大腦想要盡情看、聽、聞、嚐及觸摸。

First we start with simple reflexes and soon after we develop our first habits.

我們首先從簡單的反射開始，之後很快養成第一個習慣。

From four months old, we become aware of things beyond our own body and then as we get older we learn to do things intentionally.

從四個月大開始，我們意識到身體除外的事物，然後當我們長大，我們學習有意識地做事。

A key milestone is the development of working memory or in Piaget terms "our realization of object permanence".

一個關鍵里程碑是工作記憶的發展，也就是皮亞傑所謂的「我們對物體恆存性的領悟」。

Before that, our mom can show and then hide a teddy and we would think is gone.

在這之前，我們的媽媽給我們看泰迪熊，然後將它藏起來，我們就會以為它消失了。

After we understand that objects continue to exist even when we can't see them.

在這之後，我們認識到物體是持續存在的，即便我們看不到。

We start becoming curious about everything.

We want to smell flowers, taste food, listen to sounds and talk to strangers.

我們想要聞花香、品嚐食物、聆聽聲音還有跟陌生人說話。

To explore more, we move, we learn to sit, crawl, stand, walk and even to run.

為了探索更多，我們移動、學習坐起、爬行、站立、走路，甚至奔跑。

This increased physical mobility consequently leads to increased cognitive development, but we remain egocentric - meaning we can perceive the world only from our own point of view.

增加的肢體移動帶來認知發展的提升，但我們仍然以自我為中心 —— 意味著我們只能從自己的觀點看世界。

Two: The pre-operational stage, ages 2 to 7.

第二：前運算階段，2 至 7 歲期間。

Our thinking is mainly categorized for symbolic functions and intuitive thoughts.

我們的思考主要分為符號功能和直覺思維。

We have lots of fantasies and believe objects are alive.

我們有很多幻想，而且相信物體是有生命的。

As we are not able to apply specific cognitive operations, Piaget calls this stage "pre-operational".

由於我們還無法運用特定的認知操作，皮亞傑稱這階段為「前運算階段」。

We learn to speak and understand that words, images, and gestures are symbols for something else.

我們學著說出並了解字詞，學習圖像以及代表不同意思的肢體動作。

When we draw our family, we are not concerned about drawing each person to scale but rather with their symbolic meanings.

當我們畫出我們的家人，我們不在意人物尺寸或比例，而是在乎他們的象徵含義。

We love to play pretend, which allows us to experience something new and learn a lot.

我們喜歡玩角色扮演，那讓我們有新的體驗，而且能學到很多。

At around age 4, most of us become very curious and ask many questions.

在大約 4 歲時，我們大多數會變得很好奇、愛問問題。

We can call it "the birth of primitive reasoning".

可以稱之為「原始推論的誕生」。

Piaget calls it "the intuitive age" because while we realize that we have a vast amount of knowledge, we have no idea how we acquired it.

皮亞傑稱之為「直覺年齡」，因為我們雖然意識到自己有很多知識，卻無從知曉我們從哪學來的。

Our thinking in this stage is still pretty egocentric.

我們在這階段的思考方式還是很自我中心。

We think others see the world like we do and still don't understand that they see it differently.

我們認為別人看世界的方式和我們一樣，仍舊不能理解別人不同的觀看方式。

Three: The concrete operational stage -age is 7 to 11.

第三：具體運算階段，7 至 11 歲。

We finally discover logic and we develop concrete cognitive operations, such as sorting objects in a certain order.

我們終於發現了邏輯，發展出具體的認知操作，例如按照一定順序歸類物品。

One example of this is inductive reasoning, which means that if we see someone eating a cookie we can draw a conclusion and then make a generalization.

其中一個例子是「歸納推論」，意思是假使我們看到某人在吃餅乾，我們可以做出結論，然後得出歸納。

And we now get the concept of conservation.

我們現在也有了「守恆」的概念。

We understand that if we pour orange juice from a normal glass to a taller one the amount stays the same.

我們理解：即使將一杯柳橙汁從一般大小的杯子倒進一個比較高的杯子，總數還是一樣。

Our younger sister will pick the taller glass thinking she gets more.

我們的小妹妹會挑比較高的杯子，因為她認為那裝得比較多。

By the same logic, we only now can understand that if 3 plus 5 equals 8, then 8 minus 3 must equal 5.

按照同樣的邏輯，我們現在才終於了解 3 加 5 等於 8，8 減 3 必然等於 5。

Our brain learns to rearrange our thoughts to classify and build concrete operational mental structures.

我們的大腦學會重置我們的思維，分類並建構具體的操作型心智架構。

For example, we now know that we can reverse an action by doing the opposite.

舉例來說，我們現在知道能夠藉由倒著做來反轉一個動作。

Excited by our new mental abilities, we apply them in conversations, activities, when we learn to write, and in school.

我們對新的心智能力感到興奮，我們將它運用到說話、參與活動或是在學校學習寫字時。

As a result, we get to know ourselves better.

結果是，我們也更加了解自己了。

We begin to understand that our thoughts and feelings are unique and not necessarily those of others.

我們開始了解我們的思想和感受都是獨特的，別人的感受則不見得知道。

That means that we learn to put ourselves in someone else's shoes.

這就意味著，我們學會換位思考。

Four: The formal operational stage - Age 12 plus.

第四：形式運算階段， 12 歲以上。

Once we become teenagers, we become formally operational.

一旦成為青少年，我們進入形式運算。

We now have the ability to think more rationally about abstract concepts and hypothetical events.

我們現在能夠更理性地思考抽象概念及假設事件。

Our advanced cognitive abilities allow us to understand abstract concepts such as success and failure, love and hate.

我們進步的認知能力讓我們能夠理解抽象概念，例如成功和失敗、愛和恨。

We form a deeper understanding of our own identity and our morality.

我們對自我和品行有更深的認識。

We now also think that we understand why people behave the way they behave and as a result can become more compassionate.

我們現在也認為，我們能夠理解為什麼有些人會那麼做，也就是說更有同理心了。

Our brain can now do deductive reasoning, which means we can compare two statements and reach a logical generalization.

我們的大腦係現在能夠進行歸納推論，意味著我們能夠比較兩件事物然後得出一個邏輯結論。

Our new mental skills allow us to plan our life systematically and prioritize and we can make assumptions about events that have no necessary relation to reality.

我們新的心智能力讓我們得以系統性、按優先順序地計劃生活，還可以對不見得真實的事情做假設。

We can now also philosophize and just think about thinking itself.

我們也能哲學性思考了，單純思考「思想」的本質。

Our new sense for our identity now also creates egocentric thoughts and some start to see an imaginary audience watching them all the time.

我們對自我新的認知也創造了自我中心思維，有些人會開始覺得總有想像的觀眾在注視著自己。

Piaget believed in lifelong learning, but insisted that the formal operational stage is the final stage of our cognitive development.

皮亞傑相信終身學習，但也主張具體運思階段就是我們認知發展的最終階段。

Jean Piaget's first interests were animals and he published his first scientific paper on albino sparrows in 1907, when he was just 11 years old.

尚．皮亞傑最初對動物感興趣，在 1907 年他才 11 歲的時候就針對白化麻雀寫了他的第一篇科學研究。

In 1920, he began working with standardized intelligence tests.

在 1920 年，他開始研究標準化智力測試。

He realized that younger children consistently make types of mistakes that older children do not.

他發現，小小孩總是會犯年級比較大的小孩不會犯的錯誤。

He concluded that they must think differently and spent the rest of his life studying the intellectual development of children.

他結論道：他們的思考方式一定不一樣，然後餘生都在研究孩童的智力發展。