The Psychology of Intelligence

“What children get wrong isn't as revealing as how they get it wrong.” This statement by Jean Piaget opens a new way of thinking about intelligence, emphasizing the process over the outcome.

1. Intelligence Is Active and Constructive

Piaget believed intelligence is not passive recording but active engagement with the world. Children construct their understanding through actions, both physical and mental.

By observing toddlers and children, Piaget saw that they didn’t merely receive knowledge; they experimented with their surroundings to learn. For example, a toddler might poke or shake an object repeatedly, not just to see what happens but to explore how it works. These actions lead to the gradual construction of knowledge.

Children’s thought processes evolve as they engage in this “construction.” For example, learning basic concepts like “1+1=2” requires them to visualize or manipulate objects. This active construction helps them move from a basic understanding to more complex reasoning.

Examples

• A child learning the concept of gravity by repeatedly dropping objects from a table.
• A toddler discovering patterns by stacking blocks or aligning shapes.
• A young learner arriving at basic math solutions by counting on fingers.

2. Adaptation Is at the Core of Intelligence

Piaget’s idea of adaptation, borrowed from biology, applies to mental understanding too. Intelligence grows as individuals adapt to their surroundings through assimilation and accommodation.

Adaptation involves two interconnected processes. Assimilation occurs when we use existing concepts (schemata) to understand the world, like calling a squirrel a “dog” because it fits what we know about animals with fur and tails. Accommodation, on the other hand, reshapes our understanding when new data doesn’t fit old patterns.

Piaget compared cognitive adaptation to biological examples like succulents growing thicker leaves in harsher climates or pond snails developing tougher shells in fast-flowing streams.

Examples

• A child realizing cars and buses fit into a new, broader category of “vehicles.”
• A person adjusting their understanding of seasons after seeing it snow in spring.
• A student refining a science experiment after encountering unexpected results.

3. Knowledge Is Organized Through “Schemata”

We organize the world into mental frameworks, or schemata, to make sense of it. These frameworks evolve as we acquire and process new information.

Schemata are mental "blueprints" that help categorize experiences. For instance, when a child pricks their finger on a thorn, they create a mental script linking sharp objects with pain. Over time, this schema may grow to include information like warnings about caution or the appearance of barbed plants.

These frameworks not only store memories but link closely with other schemata. For example, the “tree” schema might branch into “oak” and “pine,” showing a subtle building-up of layers of meaning and understanding.

Examples

• A child associates the schema of “dog” with barking and wagging tails.
• A young learner connects the schema of “school” with classrooms, teachers, and books.
• An adult refining their cooking schema by learning new recipes.

4. Assimilation and Accommodation Propel Cognitive Growth

Piaget identified assimilation and accommodation as the dual processes driving brain development. Both are needed to strike a balance between old knowledge and new discoveries.

When something new fits into what you already know, you assimilate it. For instance, a child seeing a squirrel and categorizing it as a "dog" is assimilating—but it’s not quite correct. Accommodation occurs when this new experience reshapes their understanding, prompting a realization that squirrels belong in their own category.

Both processes push the boundaries of thought. Over time, children move from simple categorizations to nuanced understandings.

Examples

• A young artist trying watercolor painting after sketching in pencil.
• A child integrating the concept of pets and wild animals after visiting a zoo.
• A student learning to recognize both acids and bases in chemistry experiments.

5. Cognitive Development Is Driven by the Search for Balance

Piaget described how humans naturally seek equilibrium—a state where their mental schemata align with the world around them.

When our mental frameworks clash with new information, we experience disequilibrium. This motivates us to adjust our knowledge (accommodate) or absorb the new input into existing frameworks (assimilate). For a child, the frustration of disequilibrium, say failing to solve a puzzle, fuels attempts to restore balance through learning.

These constant cycles allow cognitive development to progress in leaps, with each new equilibrium marking a higher level of understanding.

Examples

• A toddler achieving satisfaction after learning how to fit blocks into matching holes.
• A student bridging the gap between theory and reality during a science experiment.
• An artist finding consistency in their evolving creative style.

6. Infants Learn That Objects Are Separate from Themselves

During the first two years, children discover the concept of permanent, independent objects in their world.

Initially, infants only recognize objects when they see or interact with them. If a toy is hidden, the infant may cease searching for it, believing it no longer exists. This changes as their understanding develops; around eight months, infants begin to "search" for an object even when hidden, showing they now grasp its continued existence.

This understanding is a major leap. It includes recognizing cause and effect and learning that objects interact independently of their own actions.

Examples

• An infant recognizing that their mother still exists even when she leaves the room.
• A crawling baby searching persistently for a ball hidden under a table.
• A toddler realizing that a favorite blanket doesn’t disappear when folded out of sight.

7. Preoperational Children View the World Egocentrically

From age two to roughly seven, young children struggle to see things from others’ perspectives, a state Piaget called egocentrism.

For a preoperational child, their perspective defines reality. For instance, given a three-dimensional model of a mountain, they assume a doll located somewhere else must see the mountain exactly as they do. Similarly, when discussing time, children struggle to accept that two events at different locations could occur simultaneously.

Egocentrism limits reasoning but represents a developmental phase that fosters exploration of relationships between objects and ideas.

Examples

• A child believing their parent will know about a surprise, just because the child knows.
• A preschooler thinking the sun "goes to sleep" because they feel tired at night.
• A young sibling failing to consider why “sharing” a toy might upset a playmate.

8. Concrete Operational Thinking Shapes Reality

From age seven to eleven, children’s reasoning grows logical but remains tied to tangible objects.

Concrete operational children begin grasping conservation, classification, and reversibility. Piaget demonstrated this with tasks like showing that the volume of water doesn’t change when poured into a differently shaped glass. These skills reflect a developing ability to understand the relationships between objects and attributes.

By mastering these mental processes, children gain tools to engage more effectively with the complexities of their environment.

Examples

• A child recognizing that cutting a pizza into more slices doesn’t increase the amount of pizza.
• Differentiating between categories—like knowing a dog belongs to the broader category of mammals.
• Understanding that a crumpled piece of paper can still be flattened back out.

9. Abstract Thinking Signals Maturity

By age twelve, humans acquire the ability to think beyond the tangible and solve abstract problems.

In the formal operational stage, people can think hypothetically, using deduction to solve complex scenarios. For instance, they can consider statements like “What if coal were white?” without being encumbered by real-world experiences. This stage also enables deliberate problem-solving and innovation, as thought becomes more structured.

This abstract reasoning forms the cognitive foundation for fields like philosophy, science, and mathematics.

Examples

• A student solving equations using symbols without needing concrete examples.
• A child imagining how their neighborhood would look 100 years into the future.
• High schoolers crafting scientific hypotheses and testing theoretical solutions.

Takeaways

1. Cultivate curiosity by encouraging active exploration and experimentation—both for yourself and in teaching others.
2. Embrace learning through mistakes, as Piaget showed how they illuminate the construction of knowledge.
3. Use disequilibrium as a motivator to seek new ideas and adapt, fostering personal growth and intellectual breakthroughs.