Name: 5.赤ちゃんとはどんなものか思考の発達 (5. What Is It Like to Be a Baby: The Development of Thought)
Uploaded: 2021-01-14T04:53:29.000Z
Duration: 48 min 58 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

Professor Paul Bloom: So, most of what we do these

基礎受動態

our ideas – are shaped, to some extent,

by Piaget's influence. And so, what I want to do is

begin this class that's going to talk about cognitive development

by talking about his ideas. His idea was that children are

active thinkers; they're trying to figure out

to know where he's coming from on this, he had a very dramatic

and ambitious goal. He didn't start off because he

was interested in children. He started off because he was

interested in the emergence of knowledge in general.

It was a discipline he described as genetic

epistemology – the origins of knowledge.

But he studied development of the individual child because he

was convinced that this development will tell him about

the development of knowledge more generally.

There's a very snooty phrase that--I don't know if you ever

And the idea of this--What that means is that development of an

individual mimics or repeats development of the species.

Now, it's entirely not true, but it's a beautiful phrase and

Piaget was committed to this. He was very interested in

saying, "Look. We'll figure how a kid develops

and that will tell us about the development of knowledge more

generally." So, Piaget viewed the child as

a scientist who developed this understanding,

And they did this through two sorts of mechanisms:

assimilation and accommodation. So, assimilation would be the

act of expanding the range of things that you respond to.

Piaget's example would be a baby who's used to sucking on a

breast might come to suck on a bottle or on a rattle.

That's changing the scope of things that you respond to.

A baby will form his mouth differently depending on what

he's sucking on. And so, these processes where

you take in--I'm giving this in a very physical way,

but in a more psychological sense you have a way of looking

But you could also change your system of knowledge itself –

accommodation. And Piaget argued that these

two mechanisms of learning drove the child through different

which was quite different from the Freudian stage theory that

we have been introduced to. So his methods were to ask

children to solve problems and to ask them questions.

And his discoveries that--they did them in different ways at

different ages led to the emergence of the Stage Theory.

sensorimotor stage or the sensorimotor period.

For here the child is purely a physical creature.

The child has no understanding in any real way of the external

past, no understanding of the future, no stability,

no differentiation. The child just touches and

And it's through this stage that a child gradually comes to

Object permanence is the understanding that things exist

when you no longer see them. So those of you in front,

you're looking at me and I go. It occurred to me it'd be a

great magic trick if I then appeared in back.

But no, I'm just here. That's object permanence.

If I went under here and then the people said,

"Where the hell did he go? Class is over," that would show

a lack of object permanence. So, adults have object

permanence. Piaget's very interesting claim

is that kids don't. Before six-month-olds,

Piaget observed, you take an object the kid

you put it behind something, it's like it's gone.

And he claimed the child really thinks it's just gone.

Things don't continue to exist when I'm not looking at them

surprised by peek-a-boo. And Piaget's claim was one

reason why they're surprised at peek-a-boo is you go--you look

"Oh, peek-a-boo," and you close--and you cover your face

older children fail at a task that's known as the A-not-B

psychology textbook refers to it as the "changing hiding places"

problem, which is probably a better name for it.

And here's the idea. You take a nine-month-old and

for Piaget a nine-month-old is just starting to make sense of

objects and their permanence. You take an object and you put

it here in a cup where the kid can't see it,

but it's in the cup. So the kid, if you were the

kid, will reach for it. You do it again, reach for it.

You do it again, reach for it. That's point A.

Piaget observed kids would still reach for this.

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5.赤ちゃんとはどんなものか思考の発達 (5. What Is It Like to Be a Baby: The Development of Thought)

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