a nine year old listens carefully as the teacher talks about the ancient egyptian

The structure of thought

The schema, probably the child's first acquired structure, is a representation of the critical
features of a spesific event. This Representation is neither an image nor a photographic
memory of the event. it is perhaps best described as an abstract mental "blueprint" for it
preserves the arrangement of a small set of significant elements in the mind

Struktur pemikiran

Skema, mungkin struktur pertama yang diperoleh anak, adalah representasi dari fitur-fitur
penting dari peristiwa spesifik. Representasi ini bukanlah gambar maupun memori fotografi
dari acara tersebut. itu mungkin paling tepat digambarkan sebagai "cetak biru" mental
abstrak karena mempertahankan pengaturan sekumpulan kecil elemen penting dalam
pikiran
The structures of Thought

Schema and Image

Symbols

Concepts

Rule

Implikasi for the teacher

The Processesof Thought

The Nature of the cognitive processes

COgnitive processes or more simply, thought can be divided into two major types. In
undirected thought, the mind is free of the burden of solving any problem and can wander in
a variety of directions, skipping abruptly from idea to idea. Daydreams aand easy flow of
ideas that occur when one is watching snow fall or uponwaking in the morning are the best
examples of undirected thought. It is difficult to study this important phenomenon because
psychologists do not know how to probe the private nature of undirected thought without
seriously disturbing it.

The child who is asked a question has a problem to solve, as a result, he automatically
attempts to organize a logical, coherent, and socially accepttable reportof his thoughts. The
request to report what he is thingking changes the nature of his thought and his subsequent
reply will not contain the disoerder or lack of logic that is often characteristic of undirected
cognition. Thus directed thought involves all the cognitive processes that come into play
when the child attempts to solve a prroblem, whether it is a problem he had set for himself or
one that a teacher or parent has presented to him.

Perception and Interpretation

Perception and interpretation

The first process in problem solving is the accurate perception and interpretation of the
problem. Although children always spontaneeously interprett events around them, the form
of their interpretations changes with age. The infant or very young child usually translate
experience into schemata or images, whereas the older child is likely to rely on symbols and
concept. Consider the following stimulus, which is not a perfect circle but an ellipse: O a ten
month old child is likelyy to represent this figure as a schema that is faithful to the shape of
the stimulus. A six year old child is likely to represent such an event symbolically or
conceptually and might say "it looks like a ball". But if asked to select an identical figure from
a set of similar ons, he might make an error that revealed he actually perceived it as a ball or
a perfect circle and if asked to reproduce the figure, he might draw a circle rather than an
ellipse.

The Preference for single strategies of interpretation.

Children as well as adults have a strong tendency to rely on the same set of units to interpret
experience, a type of inflexibility that tempts them to view a variety of situations or problems
in a "preferred" way. A child may be in the habit of regarding objects in terms of their
functions rather than as members of certain conceptual classes. Foods are "things to eat"
rather than fruits, vegetables, or cereals, animals are "things that bite" rather than dogs,
cows or sheep.

Memory

Memory is the elusive process that permits us to store perceived experience in order to
recall the past. for a number of year many psychologists believed that all experience that
was perceived was registered somewhere in the braind and was therefore potentially
capable of being remembered. If a man could not remember some scene or person he had
encountered a week earlier, it was assumed that the fault lay with his inability to recall the
event rather than with its initial registration.

We now believe that there are at least two distinct memory processes, called short term and
long term memory. a person must make a special effort to place a new experience in long
term memory. If he doees not, some or all of that information will be lost and unavailable at a
later time.

measuring memory The content of a child's memory is usually measured in one of two ways.
The child is asked either to recall what he saw or heard or to recognize it. In a recall test, the
child must seaarch his memory for the missing idea and retrieve all the neceessary
information, he is given no hints. When he is asked to define a word or remember a historical
date, he must try to recall it from memory.

Bases for differences in memory

General of Ideas

Implications for the teacher

Implications for the teacher

The school tries to teach the child new symbols, concept, and rules and to help him learn
how to generate relevant ideas when he is faced with a problem. The second task is
considerable more difficult than the first. The ten year olds head is stufffed with bits
knowledge in some from of organization, but the childs rules and concepts tend to be initially
restrictive, limited to the matterials that were used to teach him tthe concept in the first place.
The teacher should not be frustrated when the child does not apply or use a concept or rule
in a situation different from the one in which he originally acquired. The child is taught, for
example that he associative law allows him to translate 9(6x +8) to 54x + 72. But many
children will not know what to do with the expression x(9y + 8). They have learned the
associative law with an integer outside the parentheses, and they do not realize that the
same rule is applicable when the integer is replaced by a variable.

Evaluation

Implementation

Intellectual Development

Piaget’s Theory of Intellectual Growth

Intelligence

Implications for the teacher

Sturuktur Makalah (Daftar Isi)

Struktur Pemikiran
Skema dan Gambar
Simbol
Konsep
Aturan
Implikasi untuk guru

Proses Pemikiran
Sifat dari proses kognitif
Persepsi dan Interpretasi
Ingatan
Gagasan Utama
Implikasi untuk guru
Evaluasi
Pelaksanaan

Pengembangan Intelektual
Teori Pertumbuhan Intelektual Piaget
Intelegensi
Implikasi untuk guru