Flashcards
Chapter 6 Piaget
Cards in this deck (36)
- 1Piaget's Cognitive-Developmental theory (approach)Because Piaget viewed children as discovering, or constructing virtually all knowledge about their world through their own activity, his theory is described as a constructivist approach to cognitive development.
- 2AdaptationInvolves building schemes through direct interaction with the environment, it consists of two comlementary activities: assimilation and accommodation.
- 3Assimilationwe use our current schemes to interpret the external world.
- 4AccommodationWe create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely.
- 5Sensorimotor stageBirth to 2 years. First stage of Piaget's cognitive-developmental theory. Infants and toddlers "think" with their eyes, ears, hands and other sensorimotor equipment. They cannot yet carry out many activities mentally.
- 6Circular reactionA sensorimotor response that originally occurred by chance strengthens into a new scheme.
- 7Object permanenceThe understanding that objects continue to exist when they are out of sight, but this awareness is not yet complete and can lead to making the A-not-B search error.
- 8A-not-B search errorIf 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).
- 9Deferred imitationThe ability to remember and copy behaviour of models who are no longer present.
- 10Preoperational stage2 to 7 years. Second stage of Piaget's cognitive-developmental theory. The most obvious change is an extraordinary increase in representational, or symbolic activity.
- 11Dual representationViewing a symbolic object as both an object in its own right and as a symbol. Developed during the preoperational stage.
- 12OperationsMental representations of actions that obey logical rules. Rigid thinking in young children in the preoperational stage.
- 13EgocentrismFailure to distinguish others' symbolic viewpoints from one's own. A limitation in preoperational thinking.
- 14ConservationRefers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes. A limitation in preoperational thinking.
- 15CentrationChlidren focus on one aspect of a situation, neglecting other important features. A limitation in preoperational thinking.
- 16ReversibilityThe ability to go through a series of steps in a problem and then mentally reverse direction, returning to the starting point. Childrein in the preoperational stage are not able to reverse.
- 17Hierarchical classificationChildren in the preoperational stage have trouble organisting objects into classes and subclasses on the basis of similarities and differences.
- 18Concrete operational stage7 to 11 years. Third stage in Piaget's cognitive-developmental theory. A major turning point in cognitive development, thought becomes far more logical, flexible and organised.
- 19SeriationThe ability to organise items along a quantitative dimension, such as length or weight. Children are capable of this in the concrete operational stage.
- 20Transitive inferenceThe ability to seriate mentally, is present in concrete operational children.
- 21Cognitive maps and spatial reasoningMental representations of familiar large-scale spaces, such as their neighborhood or school. Concrete operational.
- 22Formal operational stage11 years +. Fourth and last stage of Piaget's cognitive-developmental theory. Children develop the capacity for abstract, systematic, scientific thinking.
- 23Hypothetico-deductive reasoningWhen faced with a problem, they start with a hypothesis, or prediction about variables that might affect the outcome, from which the deduce logical, testable inferences. They then systematically isolate and combine variables to see which of these inferences are confirmed in the real world. Formal operational children.
- 24Propostional thoughtAdolescents' ability to evaluate the logic of propostions (verbal statements) without referring to real-world circumstances. Formal operational children.
- 25Imaginary audienceAdolescents' belief that they are the focus of everyone else's attention and concern. Formal operational children.
- 26Personal fableCertain the others are observing and thinking about them, teenagers develop an inflated opinion of their own importance, a feeling that they are special and unique. Formal operational children.
- 27Core knowledge perspectiveInfants 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.
- 28Naďve TheoristsA growing number of researchers believe that children form naďve theories, or explanations that differ among core domains.
- 29Sociocultural theory (who)Vygotsky's theory
- 30Vygotsky's Socialcultural theoryViews human cognition as inherently social and language is the foundation for all higher cognitive processes.
- 31Private speechSelf-directed speech.
- 32Zone of proximal developmentThe difference between what a learner can do without help and what they cannot do.
- 33IntersubjectivityWhereby two participants who begin a task with different understandings, arrive at a shared understanding.
- 34ScaffoldingAdjusting the support offered during a teaching session to fit the child's current level of performance.
- 35Guided participationBroader than scaffolding, it refers to shared endeavors between more expert and less expert participants.
- 36Mental RepresentationsInternal depictions of information that the mind can manipulate.
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- Child Development Flashcards on Chapter 6 Piaget, created by Ryan Bentham on 21/10/2017.
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- Ryan Bentham
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