Term
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Definition
Intelligence: Ability to adapt to environment
Contructivisim: understanding based on experience
Interactionist: both biological maturation and experience required for progress
At each new stage, children think in a qualitatively different way |
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Term
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Definition
(Birth - 2 years)
Coming to know the world through senses and actions
Dominant cognitive structures are behavioral schemes-patterns of action evolve as infants begin to coordinate sensory input and motor responses
Solve problems through actions rather than with their minds |
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Term
| Substages of sensorimotor |
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Definition
6 substages
1.Reflex activity (birth- 1 month)
-Active exercise
-Reinforcement of inborn reflexes
2.Primary circular reactions (1-4 months)
-Repetition of interesting acts centered on the child's own body
3.Secondary circular reactions (4-8 months)
-Repetition of interesting acts on objects
4. Coordination of secondary schemes (8-12 months)
-combination of actions to solve simple problems
-first evidence of intentionality
5. Tertiary circular reactions (12-18 months)
-Experimentation to find new ways to solve problems or produce interesting outcomes
6. Beginning of thought (18-24 months)
-first evidence of insight
-solve problems mentally
using symbols to stand for objects and actions
-no longer limited to thinking by doing |
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Term
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Definition
(2-7 years: preschool)
Greatest cogntivie strength is the symbolic capacity that emeerged at the end of the sensorimotor stage
May have imaginary friends
Difficulty solving problems which require them to use logic to get the answer
Lack of conversation skills
-engage in centration
-cannot engage in mental reversibilty
-engage in static thoought (i.e. they are limited in transformational thought)
-Focus on perceptual salience and often folled by appearances
Thought involves egocentrism
Difficulty with classifaction becasue they cannot simultaneously relate the whole class to its parts |
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Term
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Definition
(7-11 years)
Can perform mental acts on objects
Can use decentration, reversibility, and transformation thought to sovle conservation problems
Can solve problems using logic (limited to reality) and transitive thinking
Cannot think abstractly or hypothetically |
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Term
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Definition
11 years old and up
Can perform mental acts on ideas
Logical thinking baout abstract, hypothetical, and deductive reasoning
Decontextual thinking: ability to separation prior knowledge/beliefs from new evidence to the contrary |
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Term
| Adolescence (Identity Development) |
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Definition
Behavior:
-More introspective
-Question authority
-Dream of a perfect world
-Contemplate future
Thinking:
-Abstract
-Hypothetical
-Systematic
-Scientific
Consequences:
-Argumentative
-Self-conscious and self-focusing
-Idealism and criticism
-Planning and decision making
-Adolescent egocentrism: differentiating own thoughts from others
-Imaginary audience: believe everyone is scrutinizing them
-Personal Fable: believe no one else has ever felt what they are feeling |
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Term
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Definition
| A basic life function that helps an organism adapt to its environment; develops through the interaction of the individual with the environment |
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Term
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Definition
| cognitive structures; organized patterns of actions or thought that people construct to interpret their experiences |
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Term
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Definition
| Piaget's approach to development; maintains that children "construct reality" or actively create knowledge of the world, from their experiences |
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Term
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Definition
| children's way of systematically combine existing schemes into new and more comple ones |
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Term
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Definition
| The process of adjusting to the demands of environment; occurs through two complementary processes |
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Term
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Definition
| The process by which we interpret new experiences in terms of existing schemes or cognitive structures; i.e. adjusting the world to fit it into our existing about the world |
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Term
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Definition
| the process of modifying existing schemes to better fit new experiences; i.e. adjusting ouw existing cateogries to encompass new information about the world |
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Term
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Definition
| the fundamental understanding that objects continue to exists- they are permanent- when they are no longer visible or otherwise detectable to the senses |
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Term
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Definition
| the tendency of 8-12 month-olds to search for an object in the place they last found it (A) rather than in its new hiding place (B) |
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Term
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Definition
| the ability to use images, words, or gestures to represent or stand for objects and experiences; enables more sophisticated problem solving |
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Term
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Definition
| the most obvious features of an object or situation; leaves preschoolers open to be folled by apperances |
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Term
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Definition
| the idea that certain properties of an object or substance do not change when it appearance is altered in some superficial way |
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Term
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Definition
| the ability to focus on two or more dimensions of a problem at once |
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Term
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Definition
| the tendency to center attention on a single aspect of the problem |
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Term
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Definition
| the process of mentally undoing or reversing an action |
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Term
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Definition
| the ability to conceptualize transformation or processes of change from one state to another |
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Term
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Definition
| thought that is fixed on end states rather than the changes that transform one state into another |
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Term
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Definition
| a tendency to view the world solely from one's own perspective and to have difficulty recognizing other points of view |
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Definition
| the logical understanding that the parts are included within the whole |
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Definition
| a logical operation that allows a person to mentally order a set of stimuli along a quantifiable dimension such as height or weight |
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Term
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Definition
| the ability to recognize the necessary or logical relations amont elements in a serial order; e.g. if A is taller than B, and B is taller than C, then A must be taller than C |
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Term
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Definition
-No mention of motivation and emotion on thought process
-Question whether Piaget's stages really hang together as coherent modes of thinking applied to a range of problems instead of specific cognitive skills seem to be acquired at different rates
-Underestimated the cognitive abilities of young children
-Doesn't take culture into account |
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