Studies on Adolescene of Piaget and Erikson Essay

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Studies on Adolescene of Piaget and Erikson

Adolescence is considered a difficult time of life and one in which a number of changes occur as the individual achieves a certain integration of different aspects of personality. One approach to the cognitive and emotional transitions made at different times of life is to consider how the changes in, say, adolescence are linked to a continuum of change beginning in childhood and continuing throughout 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 stages covering all of life.

Piaget became fascinated in his early studies with
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The learning situation thus becomes a means of discovery as the child encounters something that is unknown, new, or problematical for the child. The achievement of understanding of this experiences produces an adaptation, and each adaptation made by the child is a discovery for him or her, an insight made through experience. Such a discovery process is ongoing and is not to be seen as a series of leaps from one insight to another. The process of discovery continues and builds on experiences already assimilated and adapted. The process "is marked out by minute consolidations and extensions of past experience, with perhaps an occasional flash of insight" (Flavell, 1963, 91-92).

There are two principal learning theories in psychology, one of which focuses on the learning process while the other focuses on the capacity to learn. Piaget offered a biological theory of intelligence that was quite different and that he presented as a unified approach to intelligence and learning. Piaget restricted the ideal of learning to an acquisition of new knowledge that derives primarily from contact with the physical or social environment:

He opposes it on the one hand to maturation which is based on physiological processes; on the other hand and most importantly he differentiates it from the acquisition of general knowledge or intelligence which he
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