Term
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Definition
| Piaget viewed children as discovering or constructing, virtually all knowledge about their world through their own activity. |
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Term
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Definition
inner processes of the mind that lead to "knowing" and learning.
1. Attention, memory, planning, etcs.
2. Simple to complex thinking
3. Adaptative lends itself for one's readiness to learn. |
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Term
| General theory of development |
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Definition
all aspects of cognition change in an integrated fashion and follow a similar course.
- Stages are invariant and universal; fixed order, which occurs across cultures. |
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Term
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Definition
organized ways of thinking and making sense of experiences.
- schemes organized --> internal rearranging and linking of schemes. |
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| we use our current schemes to interpret the external world. |
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Definition
| involves building schemes through interaction with the environment. |
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Term
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Definition
manipulation of information.
- organize experiences into meaningful, manageable, and memorable units.
- internal representations of information.
- ability to solve problems at outset by manipulating with mind. |
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Definition
(birth to 2 years) building schemes through sensory and motor exploration, repetition of behaviors to anticipate events.
- MOST COMPLEX PERIOD OF DEVELOPMENT |
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Term
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Definition
1. Reflexive
2. Primary circular reactions
3. Secondary circular reactions
4. Coordination of secular secondary reactions
5. Tertiary circular reactions
6. Mental representations |
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Term
| Sensorimotor: circular reaction |
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Definition
| provides a special means of adapating their first schemes. It involves stumbling onto a new experience cuased by the baby's own motor activity. The reaction is circular because, as the infant tries to repeat the vent again and again, a sensorimotor response that originally occurred by chance strengthens into a new scheme. |
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Term
| Sensorimotor: violation of expectations |
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Definition
upon habituation, infants surprised when exposed to unexpected event.
- Object permanence --> awareness that objects exist even when not in view. |
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Term
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Definition
(2 to 7 years): increased ability to think symbolically. Language is important for developing mental representation, though not emphasized by Piaget.
- Centration: focus of one aspect, neglecting others.
- Reversibility: ability of reverse series of steps. |
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Term
| Benefits of make-believe play |
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Definition
1. Contributes to children's cognitive and social skills
2. Practice representational schemes
3. Emotional integration
4. Social, language skills
5. Attention, memory logical reasoning
6. Imagination, creativity. |
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Term
| Preoperational: dual representation |
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Definition
| an object can represent two things. |
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Term
| Preoperational: egocentrism and conservation |
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Definition
- Failure to distinguish others' views from one's own.
- Responsible for animistic thinking -> belief that inanimate objects have lifelike qualities.
- Conservation tasks -> physical characteristics remain the same, even when outward appearance changes. |
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Term
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Definition
(11+ years): capacity for abstract, systematic, scientific thinking.
- Hypodeductive reasoning: use hypothesis to solve problem.
- Proposition though: ability to evaluate logic of verbal propositions and requires language. |
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Term
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Definition
| adolescents' belief that they are the focus of everyone's else's attention and concern, they become self-conscious. |
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Term
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Definition
| certain that others are observing and thinking about them, teenagers develop and inflated opinion of their own importance - a feeling that they are special and unique. |
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Term
| What are some education principles derived from Piaget's theory? |
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Definition
| play-based learning, sensitivity to children's readiness to learn, and acceptance of individual differences. |
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Term
| Is Piaget's theory solid? |
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Definition
important to learn, but all claims are substantiated.
- Vague understanding of how and what exactly changes from one stage to the next.
- Interaction with concrete objects not entirely necessary for learning.
- Cognition not broadly stagelike. |
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Term
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Definition
| we create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely. |
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Term
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Definition
| back-and-forth movement between equilibrium and disequilibrium. |
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Definition
| a process that occurs internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system. |
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Term
| Primary circular reaction |
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Definition
| by repeating chance behaviors largely motivated by basic needs. |
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Term
| Secondary circular reaction |
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Definition
| through which they try try to repeat interesting events in the surrounding environment that are caused by their own actions. |
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Term
| Intentional (goal-oriented) behavior |
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Definition
| coordinating schemes deliberately to solve simple problems. |
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Term
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Definition
| if they reach several times for an object at one hiding place (a), then see it moved to another (B), they still search for it in the first hiding place (A). |
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Term
| Tertiary circular reaction |
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Definition
| in which toddlers repeat behaviors with variation, emerges. |
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Term
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Definition
| the ability to remember and copy the behavior of models who are not present. |
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Term
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Definition
| in which children act out everyday and imaginary and imaginary activities. |
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Term
| Analogical problem solving |
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Definition
| applying a solution strategy from one problem to other relavant problems. |
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Term
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Definition
| the realization that words can be used to cue mental images of things not physically present |
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Term
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Definition
| the make-believe with others that is under way by the way of the second year and increases rapidly in complexity during early childhood. |
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Term
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Definition
| mental representations of actions that obey logical rules. |
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Term
| Hierarchical classification |
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Definition
| the organization of objects into classes and subclasses on the basis of similarities and differences. |
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Term
| Concrete operational stage |
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Definition
| extending from about 7 to 11 years, marks a major turning point in cognitive development. Thought becomes far more logical, flexible, and organized. |
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Term
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Definition
| the ability to order items along a quantitative dimension, such as length or weight. |
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Term
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Definition
| the concrete operational child can also seriate mentally. |
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Term
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Definition
| mental representations of familiar large-scale spaces, such as their neighborhood or school. |
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Term
| Hypothetico-deductive reasoning |
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Definition
| when faced with a problem, they start with a hypothesis, or prediction about variables that might affect an outcome, from which they deduce logical, testable inferences. Then they systematically isolate and combine variables to see which of these inferences are confirmed in the real world. |
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Term
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Definition
| adolescents' ability to evaluate the logic of propositions (verbal statements) without referring to real-world circumstances. |
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Term
| Core knowledge perspective |
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Definition
| infants begin life with innate, special-purpose knowledge systems referred to as core domains of thought. Each of these "prewired" understandings permits a ready grasp of new, related information and therefore supports early, rapid development of certain aspects of cognition. |
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Term
| What are the two core domains that have been studied in infancy? |
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Definition
1. Physical knowledge: understanding of objects and their effects on one another.
2. Numerical knowledge: the capacity to keep track of multiple objects and to add and subtract small quantities. |
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Term
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Definition
| a growing number of researchers believe that children form naive theories, or explanations of events, that differ among core domains. After children observe an event, they draw on innate concepts to explain, or theorize about, its cause. Then they their naive theory against experience, revising it when it cannot adequately account for new information. |
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Term
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Definition
| as a result, children's self-directed speech instead of being egocentric speech. |
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Term
| Zone of proximal development |
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Definition
| a range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers. |
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Term
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Definition
| the process whereby two participants who begin a task with different understandings arrive at a shared understanding. |
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Term
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Definition
| adjusting the support offered during a teaching session to fit the child's current level of performance. |
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Term
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Definition
| a broader concept than scaffolding. It refers to shared endeavors between more expert and less expert participants, without specifying the precise features of communication. |
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Term
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Definition
| teachers guide children's learning with explanations, demonstrations, and verbal prompts. |
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Term
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Definition
| as children work in groups, teaching and helping one another. |
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Term
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Definition
a teacher and two to four students form a collaborative group and take turns leading dialogues on the content of a text passage. Within the dialogues, group members apply four cognitive strategies:
1. Questioning
2. Summarizing
3. Clarifying
4. Predicting |
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Term
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Definition
| in which small groups of classmates work toward common goals. |
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