Piaget's concept of phase explains the cognitive development of children. Cognitive development involves the transformation of cognitive procedures and skills. In Piaget's view, early cognitive development involves measurement-based processes and subsequently proceeds with changes in brain operations. Schemes; a scheme clarifies the cerebral and physical actions involved in understanding and knowing. Schemas are types of information that help us explain and understand the world. In Piaget's view, a schema includes both a group of understanding and the procedure for acquiring that knowledge. As practice occurs, this new information is used to adapt, add to, or modify previously presented patterns. For example, a child may have a schema about one type of animal, such as a dog. If a child's only experience has been with small dogs, a child might consider that all dogs are small, furry, and have 4 legs. So let's say the child comes across a very large dog. The child will absorb this new information, modifying the previously existing schema to include this new information. Assimilation; the process of fitting new information into our previously existing schemas is known as assimilation. Development is rather subjective, as we tend to modify experience or information to some extent to fit our pre-existing values. In the example above, seeing a dog and labeling it “dog” is a case in point of assimilating the animal into the child's dog schema. Accommodation; another division of adaptation involves changing or altering our existing schemas in light of new information, a method recognized as accommodation. Adaptation involves altering existing patterns, or thoughts, and thus new information or new experiences. New sc......middle sheet......of mental operations. Children begin to think logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Piaget established that children in the concrete operational stage were quite good at using inductive logic. Inductive logic involves moving from a specific experience to a general principle. On the other hand, children of this age have difficulty using deductive logic, which involves using a general principle to decide the outcome of a specific event. One of the most important developments in this stage is the understanding of reversibility, or the knowledge that actions can be reversed. An example of this is the ability to reverse the order of relationships between mental categories. For example, a child may be able to recognize that his dog is a Labrador, that a Labrador is a dog, and that a dog is an animal.