Term
|
Definition
| the inner processes and products of the mind that lead to “knowing.” It includes all mental activity—attending, remembering, symbolizing, categorizing, planning, reasoning, problem solving, creating, and fantasizing. |
|
|
Term
|
Definition
| Piaget viewed children as discovering, or constructing, virtually all knowledge about their world through their own activity. |
|
|
Term
|
Definition
| specific psychological structures which are organized ways of making sense of experience, and that change with age. |
|
|
Term
|
Definition
| internal depictions of information that the mind can manipulate |
|
|
Term
|
Definition
| involves building schemes through direct interaction with the environment. |
|
|
Term
|
Definition
| use of our current schemes to interpret the external world. |
|
|
Term
|
Definition
| creating new schemes or adjusting old ones after noticing that our current way of thinking does not capture the environment completely. |
|
|
Term
|
Definition
| Piaget’s term for back-and-forth movement between equilibrium and disequilibrium |
|
|
Term
|
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. |
|
|
Term
|
Definition
| spans the first two years of life. Its name reflects Piaget’s belief that infants and toddlers “think” with their eyes, ears, hands, and other sensorimotor equipment. They cannot yet carry out many activities mentally |
|
|
