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MEMORY ERRORS ( FALSE MEMORU)

Posted by Unknown Jumat, 13 Desember 2013 0 komentar

An awful lot of things contained in memory. Humans have a strong memory skills. However, every human being has the ability to optimize memory. Memory-memory is not optimal it will affect humans in berpesepsi. Memory is not optimal it commonly referred to with memory errors (false memories).

Memory errors (false memory) are situations where someone remembers a memory but the memory is not the actual memory and sometimes less precise and accurate.

Properties in memory (Solso. r. l. et al, 2008):

• Memory is rekontruktif who rebuilt the top information-information from past diperbaruhi.

• Memory is constructive that experience before the formation of memory, information obtained prior to the formation of memory, perceptual factors, contributing factors social factors, and the desire to remember an event exceeds other influences

Roediger and Mc Dermott (1995) (Solso. r. l. et al, 2008, p. 223) demonstrated experimentally that humans can easily cause or create a false memory. Both of these researchers asked his student to read the following list: rest, relax, bed linens, pillow, night, mengorok, awake, tired, waking up, slumbering, dreaming, drowsiness, snoring. Most of those students mentioned the word sleep as a choice answers. Whereas in the list does not exist. They prefer the word sleep for a reason. The reason is that sleep is a word that is identical and is considered the most approaching with the list above. It is also considered as an associated semantic similarity with the word sleep causing a false memory, i.e. as if you read or hear the words in the list.

Loftus and Palmer (1974) found that false memories can be formed using manipulative questions, hypnosis, pencitraanyang directed (guided imagery), and encouragement of therapists follow discussion group (Solso. r. l. et al, 2008). The repressed memory on the kids is a real traumatic memory.

Loftus and other researchers refute that memory was recalled is a false memory. And the stories about the traumatic real events do not occur. However formed by the outer consciousness. the therapist typically uses a manipulative questions as well as the menghipnosis to steer clients towards the direction desired by the therapist. So that the clients were told to join in a group and get the manipulative questions which cause the client feel have experienced traumatic experiences. As if he is experiencing it and gradually more rampant.(Solso. r. l. et al, 2008, p. 224).

The factors that cause a false memory is (Solso. r. l. et al, 2008, p. 213):

1. factors of perception

2. Social Factors

3. Recalling the Passion exceeds other influences

THEORIES OF FORGETTING

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Humans born with various intelligence assets and knowledge gained from experiences throughout his life (Solso, 2008). So much information obtained by humans caused the coding process and storage are done perfectly at times but did not close the possibility is not perfect. Small instance when we always advice given by parents to always do good and respect for older people. Until recently, the message still ringing in our minds. Differently when we are in the position of school classrooms; pain and hear the explanations of the teacher. When held impromptu trials about the material that has been given, we are less able to menyelaesaikan problems is given.

Why is this so? A theory of forgetfulness say that when people are in the position of being informed but failed in terms of encoding due to stress factors then that is when we want to take that information back, we are not able to call him. The inability of calling back the information we get is called with forget. In a scientific language is called as failure to consolidate.

Why then are we still able to remember the message given to the parents at the time was a kid?? Because the information we can able to save us perfectly and always we use in everyday life.

There are several theories that discuss about forgetfulness. The first is the decay. Decay decay is literally. Decay is a waning memory or information obtained as time goes by (Solso, 2008). An example of this theory is when we are not able to recall the events of a day when the HIGH SCHOOL school entrance. Because the information we never restarted and we tend to think that the incident is not noteworthy.

Still remember you with names of friends SD?? Compare with you mention the name of your friends at this time. If you answered not happening on yourself you are a similar memory baurnya bercampu. in other words you are experiencing interference. (Solso, 2008)

There are 2 interference interference that is proactive and retroactive interference. Where is retroactive if memory-inhibiting new memory memory for long. (Solso, 2008) if the proactive interference is a memory-memory that is preventing the repetition of the old new information as a result of memory-memory for long.

Furthermore there is a deliberate forgetfulness, it is as a part of the way we are to forget something less pleasant things in our lives. Small instance when someone ever get social abuse. Then, as hard as he pressed the memory power until she completely forgot bnear will these events.

Jam it is called as the failure of uptake. The meaning is the inability to find the cue memory (Solso, 2008). For example when we visit the House with which we have yet to pass its territory before. And his position was at night. The next day, when asked about the floor plan of the House A location we are unable to give a touch of memory retrieval in which we fail to advance the information obtained is not perfect.

Amnesia turns into the ketegori theory of forgetting. More Amnesia caused by diseases such as Alzheimer's and Korsakof syndrome. Where is this forgetfulness is a form of amnesia that occurs due to a problem in the brain. There are two types of amnesia. Retrograde amnesia is the first where on this type of amnesia, someone not able to recall the genesis of the overwrite before the incident occurred (Solso, 2008). The second is the anterograde amnesia where individuals are not able to remember events after big events overwrite..

LANGUAGE

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Surely we are having a bit of a conflict in this world if words are accepted as it is — just as a token of our ideas — not as the embodiment of the objects themselves (John Locke in Solso, 2008).

Indonesia which consists of five large islands and hundreds of smaller islands stretching from Sabang to Merauke has a wide variety of people, cultures, and languages. The wealth that belongs to the Inddonesia an asset unto itself in terms of the uniqueness of this nation.

Language is one of the Indonesia of wealth where can we find in every region or province would have its own distinctive language. Cannot we live if communication between fellow is not mutually understood. Then it takes one language to be able to unite all the people of Indonesia. That language is the language of Indonesia.

If we pay attention to the value of the eleventh when elementary school, middle school to high school mnenengah language value will be seen above are currently third after religious education and civic education.In fact how the importance of language in the life of????

Language is a means of communication in interacting in the environment into the spotlight that is so interesting to be discussed. Someone from the region of Lampung has its own local languages when buying padang Padang-speaking seller which then can we imagine how strangely the circumstances like that. When they are berkomunikiasi but with the use of their respective languages and between one another alike do not understand the meaning of spoken by my father learned opponents discuss interlocutor. Could have been going wrong between the two just because of the tone of voice that rises slightly even though the speech was actually issued in no way contain elements of discord.

Speak with our social knowledge has also added. An example of when we wandered kedaerah with different areas on its own. When we are lost and you want to enquire with the locals. Yet another language that became a staple in different settlement on this issue. If we are not good at their language and language together, what will become of us in it.

But rather than being a reason to avoid speaking in one country cause disputes. Because the dispute was merely a schism resulted in an harmonisan in this ibu pertiwi. So in addition to learning the language of the unity of the Indonesia language we are also obligated to preserve local languages respectively.

-Linguistic relativity hypothesis States that hakihkat language determines how people interpret reality, but evidence showed that people with different languages have similar perceptual experience (Solso, 2008).

CREATIVITY

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Creativity is a cognitive activity that generates a new view about a problem and not confined to a pragmatic result (always seen according to their uses) (Solso, 2008). The statement is then the process of creativity is not just limited to produce something useful (though most people are almost salalu mengahsilkan creative inventions, tulisa, nor a useful theory). Almost every time we faced by problems. Because in fact it is separated from the living problems. And sometimes we are required to resolve the problem with creative. So far the creativity is a function of culture and education.

But when it comes to creative thinking not all manusaia agree with the idea to offer so usually when it comes to creative ideas but none that support those ideas apart those ideas make sense or not it will be difficult for such a person pulled out another new ideas because of fear the idea will not be accepted but booed by people who knew the idea would. That is why it is sometimes difficult for someone to have a creative thought or idea. When in fact every human being that has the potential to have a thought or creative ideas. It's just that such potential is hampered because of the fear that exists.

Indeed in thinking kretif needed things to be aware of (Solso, 2008). The first development of basic knowledge of the use to be the foundations of one's creativity. Knowledge-knowledge base so that later can be developed into things like never before. The second is to create the right atmosphere for creativity. After the basic knowledge we are rich then someone will be more sensitive to the surrounding environment. Of knowledge and sensitivity that belong to someone then it will be easy to mengexplorasikan ability in the commit. The last one is searching for an analogy in which creativity should be beranalog/grant perumpaan.

Learning to berkreatif will be able to start exactly when the development in children. Especially for children dimasa-masa golden age. But don't make it a habit to use the word because the word ban restrictions make creativity a person will die. To continue to motivate someone in coding typically with rewards. Because of such awards a person will feel that kekreatifannya best and would foster a spirit to continue to develop new ideas and kekreatifannya will also be popping up.

From now on kmari, we grow and teach kraetivitas in us especially and those surrounding the lita. Starting from giving recognition or appreciation over the smallest thing from unique ideas that appear on one's self in the solution of problems encountered.

Ivan Petrovich Pavlov's Theory Of Learning

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A. Biography Of Ivan Petrovich Pavlov

Ivan Petrovich Pavlov was born 14 September 1849 in Ryazan Russia which is the village where his father Peter Dmitrievich Pavlov became a pastor. He was educated at a church school and proceed to the Theological Seminary. Pavlov graduated as a Bachelor of medicine with basic physiology field. In 1884 he became Director of the Department of Physiology at the Institute of Experimental Medicine and begin research on the physiology of digestion. Ivan Pavlov won the nobel prize in Physiology or Medicine in 1904. His conditioning is greatly influences the psychology of behavioristik in America. The paper he wrote was Work of Digestive Glands (1902) and the Conditioned Reflexes (1927).He died in Leningrad on February 27, 1936. In fact he is not a scholar of psychology and he did not want called as psychologists, because he is a scholar of science a faal Bigot.How much is entirely the way scholars think faal, in fact he is very anti against psychology as it deems less scientific. In penelitian-penelitiannya he always tried to avoid the meupun concepts of Psychology terms. Notwithstanding the foregoing, Pavlov's role in psychology is very important, because his study of reflex-reflex would constitute the basis for the development of flow psychology of Behaviorism. The most important is his view that activities other than not actually psychic series-a series of sheer reflex. Therefore, to study psychic activity (psychology) we simply learn the reflex-reflex. Actual view from an other Russia called I.M. Sechenov. I.M. This Pavlovian influence a lot, and then relied upon by J.B. Watson's views on the United States in Behaviorismenya flow after obtaining changes as necessary.

B. learning theory and experiment of Ivan Petrovich Pavlov

Ivan Petrovich Pavlov (1849-1936) was a famous behavioristik with the theory of associative conditioning stimulus-response and this is the best remembered of him up to now. Classic conditioning (conditioning or classical terms) is the process by which found against his experiments through Pavlovian dogs, where native and neutral stimulus is paired with a conditional stimulus repeatedly so that gave rise to the desired reaction.

He found that he could use the neutral stimulus, such as a tone or beam to form a behavior (response). The experiments carried out in other experts and Pavlov seems very affected view of Behaviorism, where psychiatric symptoms a person seen from his behavior. This is in accordance with the opinion of the Bakker that most central in the life of the mind, not just the human role and talk, but the vagaries of the Act. Thoughts on the task or the new plan will get the meaning right if he did something.Starting from the assumption that dotted by using specific stimulation, stimulation-human behavior can be changed according to what is wanted. Pavlov then held experiments with use of animals (dogs) because he considered the animals have in common with humans. Nevertheless, with all its attributes, intrinsically different humans with animals.

Eksperimen Pavlov:

Here are the stages of experiments and explanations from the picture above:

The first picture. Where the dogs, when given a food (UCS) then autonomously the dog will salivate (UCR).

The second image. If they rang a Bell dog so he does not respond or salivate.

The third image.So in this experiment are given a dog food (UCS) after being given a Bell sound (CS) first, so the dog will salivate (UCR) due to grant of food.

The fourth image. After this treatment is done repeatedly, then when the dog hears the sound of the Bell (CS) without being given food, autonomously dogs will give a response in the form of discharge of saliva from his mouth (CR).

In this how to wants to shape the behavior of the dogs so that when the sound of a Bell give he will respond by salivate despite without a given food. Because initially (Figure 2) does not respond to any dog when it heard the sound of a Bell.

If dogs are continuously given stimulus in the form of a Bell sound and then salivate without being given a gift in the form of food. The ability of the conditioned stimulus (the sound of a Bell) to evoke a response (saliva) will be lost. This is called an extinction or elimination.

Pavlov suggested four experimental event in the process of acquisition and removal as follows:.

Not conditioned Stimulus (UCS), an event environment through innate ability can cause reflex organismik. Example: food

Conditioned Stimulus (CS), a neutral environmental event paired with the unconditioned stimulus (UCS). Example: the sound of a Bell is a neutral stimulus in the stimulus is not conditioned with the pair in the form of food.

The response is not conditioned (UCR), a natural reflex evoked autonomously or by itself. Example: salivate

Respos conditioned reflex (CR), who studied and arising out of the merger of CS and US. Example: discharge of saliva as a result of the incorporation of the sound of the Bell with food.

Conclusions from this experiment is that the behavior is actually none other than a series of reflex-reflex-reflex, which happened after the kondisioning process (air-conditioning process) where the reflex-reflex that had been associated with stimulation-supplies-not connected with stimulation-gradually. In other words, the reflex movements can be learned, can change as it gets a workout. So can thus be distinguished two kinds of reflex, i.e. reasonable reflex (unconditioned reflexes)-came out drool upon seeing the tasty food and a conditional reflex or reflex learned (conditioned reflex)-out of saliva because accept or react to a specific sound.

Experiments of Pavlov dog produces against the laws of learning, including:

Law of Respondent Conditioning i.e. law conditioning is required. If two different kinds of stimulus were presented simultaneously (one of which serves as a reinforcer), then reflex and other stimulus will increase.

Law of Respondent Extinction i.e. law of destruction is required. If the reflex has been reinforced through the air-conditioning that Respondent brought back without presenting a reinforcer, then its power will decrease

So then according to the theory of the air-conditioning that learning is a process of change that occurs due to the terms (conditions) which then caused the reaction (response). To make one learn shall we give certain terms. The most important in learning according to the air-conditioning is the existence theory exercises that continue (continuous). Which take precedence in respect of this theory is the study of rebellion occur automatically.

Tracing the psychology of behavioristik using a ekperimental approach, an objective refleksiologis Pavlov remains a model of extraordinary and unrivalled.

C. the application of the theory in everyday life

Adherents of this theory say that all human behavior is none other than air-conditioning. The results of the exercises or the Customs mereaksi of terms or a specific stimulus-stimulus that had happened in his life. The learning process which is described as such according to Pavlov consists of the formation of the association between the stimulus and the response is reflexive. Basic discovery that Pavlov, according to J.B. Watson was given the term Behaviorism. Watson argued that human behavior should be studied objectively. He rejected the idea of the mentalistik associated with the innate and instinctive. Watson used the theory of Classical Conditioning to everything related to learning. Psychologists generally supports the process mechanistic. The meaning of Genesis environment will automatically generate a response. The learning process is moving with a view of the situation thoroughly to segment (a unit of language that is abstracted from the unity of speech or text) for a specific language. The material presented is similar to the method listen said.

It turns out in the daily life there is a similar situation as in dogs. For example, the sound track from an ice cream salesman who traveled from House to House.It may sound strange at first, but after the pejual ice cream is often late, the tune could publish drool much less during the hot day.Imagine, when no such song how worn-out salesmen yelling peddling the companionship. Another example is the sound of a Bell in the classroom for a time indicator or button of the queue at the bank. Unwittingly, the process of marking something that distinguish the sounds of food vendors (rujak, fried rice, and dumplings) are often passed in the House, incoming class of bel-break or after school and lining up at the bank without having to stand for long.Contohlain adalahuntuk add stickiness with the spouse, if you have a spouse who was "very fond of (UCR)" with chocolate (UCS). Every you met (CS) and then give your lover a chocolate for your lover, autonomously he'll really like with Brown grants you. Based on theory, when it is done repeatedly, then it is enough to meet you without giving chocolate, then autonomously your partner would really like (CR) with you, this can happen due to the formation of behavior between UCS, CS, CR, and UCR wants as has been done by pavlov. Other examples of the sound of a Bell in the classroom for a time indicator or button of the queue at the bank. Unwittingly, the process of marking something that distinguish the sounds of food vendors (rujak, fried rice, and dumplings) are often passed in the House, incoming class of bel-break or after school and lining up at the bank without having to stand for long.

From these examples it can note that by applying the strategies of individual turns out to be controlled by Pavlov through changing the natural stimulus with the right stimulus to get the desired response repetition, while individuals do not realize that he was controlled by the stimulus that comes from outside himself.

D. application of the theory of Learning in Learning Pavlov

Things that must be considered in applying the theory of learning according to Pavlov is the strong characteristics of the underlying are:

Concerned with the influence of the environment

Concerned with parts

Concerned with the role of the reaction

Give priority to the formation mechanism study results through stimulus response procedures

Concerned with the role of ability who have preconceived

Concerned with the formation of habits through practice and repetition

The learning outcomes achieved is the emergence of the desired behavior.

As a consequence of this theory, the teachers who use paradigm Pavlov will compile learning materials in a form that is ready, so that the learning objectives that must be mastered students delivered intact by the teacher. Not many teachers give lectures, but a brief instruction yng followed examples of well done and through simulation. Learning materials are arranged in a hierarchy from simple to complex.

Learning objectives are divided into small sections that are marked with the attainment of a particular skill. Learning oriented on results that can be measured and observed. The error should be corrected. Repetition and rehearsal are used so that the desired behavior can become a habit. The expected results of the application of learning theory of Pavlov is a tebentuknya the desired behavior. The desired behavior gets positive reinforcement and behavior that are less appropriate awarded negative.Evaluation or assessment based upon behavior seems.

criticism of the theory of Pavlovian learning learning is student-centered teachers, mechanistic, and only bersifaat oriented on results that can be observed and measured. This criticism is unfounded because the use of the theory of Pavlov has specific requirements in accordance with the traits that he came up with. Not every subject can use this method, so sharp and the sensitivity of the situation and condition of teacher learning is very important to apply the condition behavioristik.

This Pavlovian method is particularly suitable for obtaining the ability requires practice and conditioning containing elements such as: speed, spontaneity, flexibility, reflexes, endurance and so on, for example: foreign language conversation, typing, using a computer, dancing, swimming, sports and so on. This theory also fits applied to train children who still need adult role dominance, like repeat and must be conditioned, loves to imitate and delighted with the award forms directly as given sweets or praise.

The application of learning theory of Pavlov's wrong in a learning situation also led to the process of learning which is not very pleasant for students that teachers as a central, authoritarian attitude, communication takes place in one direction, teacher training and determine what is to be learned. Students are considered passivity, need motivation from outside, and strongly influenced by reinforcement given teacher. Students just listen with an orderly description of teacher and memorize what is heard and seen as an effective way of learning.

The downside of this is the air-conditioning theory, the theory that learning it is just mengangaap going secarab automatic, liveliness and personal determination in not dihiraukannya. The role of the practice or habit of assertions too. While we do not know that in acting and doing something humans do not solely depend on the influence from the outside. I own private or play a role in selecting and determining the actions and reactions to what is going to do. This is indeed the right air-conditioning theory if we connect with animal life. In humans this theory can only be received in a particular learning things. For example in learning about skills (dexterity-dexterity) and concerning specific conditioning on little kids.

DAFTAR PUSTAKA

Bell, Margareth E. 1994. Belajar dan Membelajarkan. Jakarta: PT Raja Grafindo Persada.

Brennan, James F. 2006.Sejarah dan Sistem Psikologi. Jakarta: PT Raja Grafindo Persada.

Davies, Ivon K. 1987. Pengelolaan Belajar. Jakarta: Rajawali Pers

Dwijandono dan Sri Esti Wuryani. 1989. Psikologi Pendidikan. Jakarta: Depdikbud

Sarlito W. Sarwono. 2002.Berkenalan dengan ALiran-Aliran dan Tokoh-tokoh Psikologi. Surakarta: PT Bulan Bintang.

Sudrajat, Akhmad. 2008. Teori-Teori Belajar. (Online), (http://akhmadsudrajat.wordpress.com/, diakses tanggal 13 November 2011).

Usman, Moh. Uzer dan Lilis Setiawati. 1993. Upaya Optimalisasi Kegiatan Belajar Mengajar. Bandung: PT Remaja Rosdakarya.

Piaget's Theory Of Cognitive Development

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A Cognitive Sense.

Cognitive is one of the domains in the taxonomy of education. Generally refers to a cognitive intellectual potential which consists of stages: knowledge, comprehension, application (comprehention) (application), analysis (analysis), synthesis (sinthesis), evaluation (evaluation). The issue concerns the means of cognitive ability to develop rational ability (sense).

Cognitive theory emphasizes how a process or an attempt to optimize the ability of rational aspects that are owned by other people. Therefore, different with cognitive theory of behavioristik, which put more emphasis on this aspect of the ability to conduct manifested by the ability to respond to a stimulus that comes to him.

In everyday life we often hear the word cognitive. From the aspect of educators for example. A teacher is required to have cognitive competency. Meaning that a teacher must have intellectual ability, such as mastery of the subject matter, knowledge about how to teach, how to assess student knowledge and so on.

B. Development Of Cognitive

Piaget's theory of cognitive development is one of the menjelasakan theory of how children adapt and interpret objects and the events surrounding it. How children learn the features and functionality of objects such as toys, furniture, and food as well as social objects such as self, parents and friends. How do children grouped objects to find out similarities and perbedaan-perbedaannya, to understand the causes of the occurrence of a change in the objects and events and perisiwa to form an estimate of the object and the event.

Piaget looked at that play an active role in drawing up his knowledge about reality. Children are not passively receiving information. Although the process of thinking in the conception of the child about reality have been modified by experience with the surrounding world, but children also play an active role in interpreting the information he obtained through the experience, as well as in the mengadaptasikannya on knowledge and conception of the world that he's got.

Piaget believed that children's thinking evolves according to the stages or periods the priode growing complex. According to Piaget's stage theory, every individual will pass through a series of qualitative changes which are invariant, it is always fixed, do not jump or step down. This qualitative change occurs because the pressure to conform to the biological circles as well as the existence of an organized structure of thought. As one who gained a basic education in the field of exact sciences, that is biological, then approach and descriptions of his theory affected aspects of biology.

Piaget's theory of cognitive revolution is the root of the current emphasis on mental processes. Piaget takes the perspective of the organismik, which looked at cognitive development as a product of efforts to understand and act in their world. According to Piaget, cognitive development that started with the innate ability to adapt to the environment. With an innate ability that is biologically, Piaget observed the babies inherit a reflex-like reflexes reflexes suck. A reflex is very important in the first few months of their lives, but increasingly reduced their significance on further development.

Cognitive development or growth occurs through three interconnected processes, namely:

1. the organization.

Is a term that is used to integrate the knowledge into Piaget's system. In other words, the organization is a system of knowledge or way of thinking that is accompanied with a reality the more accurate imaging.

Example: the boy who was only 4 months to be able to stare and grasping objects. After that he tried to mengkombunasikan two of these activities (staring and grasping) and grasping objects that he saw.

In the cognitive system, organizations have a tendency to create cognitive structures are becoming increasingly complex. Cognitive structures called schemes. The scheme was organized behavior patterns that are used to think and take action in a particular situation. Example: the baby's sucking reflex movements of muscle movement on cheeks and lips that give rise to interesting movements.

2. the adaptation.

A great way for children to treat any new information with regard to what they already know. This adaptation is carried out by two steps, namely:

a. Assimilation

Is the term used to refer to the smelting of Piaget's new information into an existing cognitive structures. An individual is said to be in the process of adaptation through assimilation, if that individual incorporating new information he had received in the knowledge that they have been there.

Examples of cognitive assimilation: a child shown equilateral triangle, then after that another triangle which is shown right. Assimilation occurs if the child replied that the right triangle shown are the equilateral triangle.

b. Accommodation

Is the term used to refer to the Piaget changes happening on a cognitive structure in order to accommodate the new information. So, if the individual accommodation is said to conform to the new information. Through it, the cognitive structures that already exist in a person experiencing changes according to the stimulus-stimulus from its object.

Example: the child can answer right triangle on the triangle shown both.

c. Ekuilibrasi

That is a term that refers to the tendency to seek balance in the elements of cognition. Ekuilibrasi is defined as the ability of governing in the individual so that he was able to maintain balance and adjust to the environment. In order to ekuilibrasi between themselves with the environment, assimilating the events and accommodation must take place in an integrated, complementary and together.

Example: the baby usually gets the milk from mother's breast or bottle, then given milk with the glass closed (glass of drinking for exercise). When baby discovered that suck up water glasses require movements of the mouth and the tongue is different from the usual do when the milk from her mother, then the baby will accommodate it with the old scheme accommodation. In doing so, then the baby had done the adaptation to the schemes suck she had in a new situation which cups. Thus assimilation and accommodation are collaborating to produce equilibrium and growth.

C. The Stages Of Cognitive Development

According to Piaget, children's minds are shaped not by teaching adults or other environmental influences. Kids do have to interact with the environment to thrive, but it is they who build the new cognitive structures within him. Piaget also believed that individual through four stages in their understanding of the world. Each stage is associated with age and is composed of a distinctive way of thinking/different.

The stages of cognitive development in Piaget are as follows:

1. The Knowledge of the Motor.

This stage is the first stage. This stage starts from birth until the age of 2 years. At this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical actions.

With the proper functioning of sensory tools as well as the ability to perform skills motor motion in the form of this reflex, then a baby are in a State ready to make relations with the world.

Piaget divided this into motor knowledge stage 6 period, namely:

a. Period 1: use of Reflex-Reflex (age 0-3 months)

The most obvious reflex in this period was sucking reflex (automatic baby suck whenever their lips touched) and reflex point stimulation in the head at a source of more precise and purposeful. For example, if his right cheek is touched, then he will move his head towards the right.

b. the period 2: Primary Circular Reactions (age 1-4 months)

This reaction occurs when babies face a new experience and tried to repeat it. Example: thumb sucking.

In the example the thumb sucking, the baby began to coordinate the 1). Motor movement of his hands and 2). The use of the function of vision to see the thumb.

c. the period 3: secondary Circular Reactions (age 4-10 months)

Primary circular reactions occur because it involves the coordination of parts of the body itself baby, whereas secondary circular reactions occur when the baby find and generate interesting events outside herself again.

d. Period 4: Coordination scheme-scheme skunder (age 10-12 months)

During this period, babies learn to coordinate two separate schemes to get results. Example: one day Laurent (Piaget) want to hug toy box, but Piaget put his hands in the middle of the net. At first hand his father ignored Laurent. He tried to break through or spun around it without shifting the hands of his father. When Piaget stay put his hands to block out his son, Laurent was forced to hit the toy box while waving, shaking up his own body and flicked his head from one side to the other. Finally after a few days of trying, Laurent managed to move a roadblock with a flick of his hand before cuddling toy box. In this case, Laurent managed to coordinate two separate schemes, namely: 1) Flicked to block 2). Cuddle toy box.

e. period of Tertiary Circular Reactions: 5 (age 12-18 months)

In the period 4, baby separates two measures to achieve a single result. In the period, this baby is experimenting with different actions to observe different results. Example: one day the tables are attracted by Laurent recently purchased the Piaget. He hit it with his Palm a few times. Sometimes soft and sometimes hard to hear the difference in sound is generated by his actions.

f. Period 6: the beginning of Thought (age 18-24 months)

In the period 5 all findings pass physical actions happen baby, in the period 6 baby seems to start to think in a more internal situation before finally acting. So, during this period, children begin to be able to think. in achieving environmental, during this period the child is already starting to be able to determine new ways that are not only based on physical rabaan and internally, but also with internal coordination in the description or rationale.

2. phase of pre-operational Thought

This stage is the age range of between 2-7 years. At this stage children begin to paint the world with words and images or symbols. According to Piaget, although pre school kids can symbolically depicts the world, but they still have not been able to carry out "Operation (operation)", i.e. mental actions internalized that lets kids do mentally previously done physically.

This phase difference with the previous stage is "the ability of the child to use the symbol". Use of the symbol for the child at this stage appears in five of the following symptoms:

a. indirect Imitation

Children begin to be able to describe something that is experienced or seen his, which now no longer exist. So thought the child was not limited by time now nor restricted by sensory actions now.

Example: the child can play pie-kuean yourself or play the market-market. This is a result of imitation.

b Symbolic Games.

The symbolic nature of the game is also imitatif, which is the child trying to imitate events that have ever experienced.

Example: girls who play with her dolls, as if her doll is her sister.

c. Drawing

At this stage it is a bridge between symbolic play with the mental picture. Items on the symbolic games lies in terms of "pleasure" in a child's drawing. While her mental picture elements located on "efforts to start imitating something riel".

Example: the child begins to draw something with a pencil or other writing instrument.

d. a Mental picture

The representations of an object or experience thoughts of yesteryear. A mental picture of children at this stage is mostly static. Children still have a systematic error in the lyrics back movement or transformation that he observed.

The example used Piaget is a row of five marbles are white and black.

e. English

Children using voice or language as a representation of objects or events. Through the language children can communicate with others about the events to others.

3. the operating stage of Concrete thinking

This stage is the age range of 7-11 years. this stage is characterized by the development of a system of thought based on the logical rules. The child had developed a logical operation. Important processes during this stage are:

a. Sorting

Namely the ability to sort objects according to size, shape, or other traits. For example, when given a different size objects, they can sort of sleds to the least.

b. Classification

The ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that a set of objects can include other objects into the circuit. Children no longer have the limitations of logic in the form of animism (the notion that all living things and feel).

c. Decentering

The child begins to consider several aspects of a problem to solve it. For example, the child will no longer consider the wide but short Cup a little more than a small glass of its height.

d. Reversibility

The child begins to understand that the numbers or objects can be modified, then return to the initial state. To that end, children can quickly determine that 4 + 4 equals 8, 8-4 will equal 4, the number of before.

e. Conservation

Understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or objects. For example, if the child were given glasses that are the same size and its contents just as much, they would know when the water is poured into a glass that size is different, the water in the glass it will remain just as much with the contents of the glass.

f. egocentrism

The ability to see things from other people's point of view (even when people are thinking the wrong way). For example, the Lala store doll in the box, then leave the room, then move the doll Baim into a drawer, after that, Lala returned to the room. Children in the concrete operations stage will say that Lala would still consider it in the doll's box even though it knew that the doll has been moved into the drawer by the Baim.

4. Formal thought Operation Stage

Formal operational stage is the last period of cognitive development in Piaget's theory. This stage begins to be experienced in child age 11 years and continues into adulthood. The characteristics of this stage is acquired the ability to think abstractly, others are allegorical; logically, and drawing conclusions from the information available.

In this stage, one can understand such things as love, logical proof, and value. Seen from biological factors, this stage occurs when puberty (when the various other major changes), marking its entry into the world of adults is physiological, cognitive, moral reasoning, psikoseksual development, and social development. Some people do not fully reach the development until this stage, so he did not have the thinking skills as an adult and fixed using concrete operational stage of reasoning.

At this stage, adolescents have had the ability to think systematically, i.e. can think of all the possibilities to solve a problem. Example: when the car is blown down, so if the passenger is a child who is still in the stage of concrete thinking operations, he will conclude that the petrol. She just connects so result of one series only. Otherwise on teens who are at the stage of formal thinking, he'll think of some possible causes the car to crash. It could be because businya died, or because of platinanya, etc.

A teenager at this stage already had a high ekuilibrum, so that he can bepikir flexibly and effectively, as well as capable of dealing with complex issues. Teens can think flexible because it can see all the elements and the possibility is there. And teens can think effectively because it can see the thoughts which are suitable for the matter at hand.

D. Implementation Of Piaget's Theory Of Cognitive Development In Learning

In this role, hail an educator is absolutely vital. Some implementations that must be known and applied are as follows:

1. Focus on the process of thought or mental processes are not just on its products. In addition to the truth of the answers students, teachers must understand the process used the child so that the answers to.

2. introduction and recognition of the role of children is important in self initiative and active involvement in the learning kegaiatan. Piaget in the classroom presentation material so (ready made) not given emphasis, and children are encouraged to discover for himself through the spontaneous interaction with the environment.

3. do not put emphasis on practices that are directed to kids like adults in his thinking.

4. acceptance of individual differences in the progress of development, Piaget's theory assumes that all children develop through the same developmental sequence but they acquire it with different speeds.

DAFTAR PUSTAKA
Mukhlis, Hirmaningsih, 2010, Teori Psikologi Perkembangan, Pekanbaru. Penerbit: Psikologi Press
http://edukasi.kompasiana.com/2011/03/12/teori-perkembangan-kognitif-jean-piaget-dan-implementasinya-dalam-pendidikan-346946.html 01 Maret 2013 9:04:06
http://www.psikologizone.com/favicon.ico/Teori Kognitif Psikologi Perkembangan Jean Piaget/01 Maret 2013 9:05:32

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