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Description
Flashcards by Craig Wilkinson, updated more than 1 year ago
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Created by Craig Wilkinson
about 7 years ago
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| Question | Answer |
| What 3 themes are associated with Piaget's theory of the development of thinking? | 1) Discontinuity 2) Interactionism 3) Constructivism |
| What are the characteristics of Piaget's stage theory? | Each stage represents a qualitatively different way of thinking. Stage are invariant and universal. |
| What are Piaget's 4 categories? | 1) Sensorimotor (birth - 2) 2) Preoperational (2 - 7) 3) Concrete operational (7 - 12) 4) Formal operational (12+) |
| What are the key elements of the sensorimotor stage? | Cognition is initially based on the infant's physical interactions with the world and solipsism, them begins to differentiate self from objects, recognises self as an agent of action, and finally achieves object permanence. |
| Define object permanence. | Understanding that things in the world continue to exist even when you can't sense them directly. |
| Define solipsism. | Failure to distinguish between yourself and the rest of the universe. |
| What does the A not B task show? | Infant knows that the object may exist when not seen directly, but they're still dominated by actions; rattle under cloth is understood in terms of their act of retrieving it. Perception is subordinate to action. |
| What are the key elements of the preoperational stage? | Symbolic and semi-logical thinking, cognitive limitations such as egocentrism, animistic thinking about lack conservation. Grasp of thins is largely intuitive and subjective. |
| Define operational intelligence. | The process of solving a problem by working through logical principles. |
| Define decenter. | To broaden attention to the various facets of a problem instead of fixating on just one. |
| What does the conservation of quantity task show? | The child ails to understand that changing an object/substance's appearance doesn't change its basic attributions or properties. Displays centration and lack of reversibility. |
| Define equilibration. | Cognitive balancing of new information with old knowledge. Assimilating information to fit existing schemas and accommodating information to adapt their way of thinking. |
| During the concrete operational stage, what justifications might a child use for the water conservation task? | 1) Compensation; broadness makes up for tallness. 2) Inversion; it's only been poured 3) Identity; nothing was added or taken away. |
| What are the key elements of the concrete operational stage? | Develops a grasp that a more objective reality is accessible. Can solve concrete problems in a logical way. |
| What are the key elements of the formal operational stage? | The adolescent can systematically reason about things that take a hypothetical form, and can solve a transitive inference problem on a purely mental level. |
| Define transitive inference. | A form of deductive reasoning that allows one to derive a relation between items that have not explicitly been compared before. |
| What does the pendulum problem show? | The adolescent is able to understand that an experiment must be carried out in a measured and systematic manner in order to make a sensible interpretation of the results. |
| Define schemes. | A mental operation that guides action or allows use to work through a problem in a principled way. |
| Define assimilation. | Applying an existing scheme to a novel task. |
| Define accommodation. | Modifying a scheme to adapt it to a new application. |
| Define the coordination of schemes. | Combining schemes to carry out an elaborate task. |
| Define imaginary audience. | A fantasy that people are watching your action with great intrigue. |
| Define personal fable. | A fantasy that you have a privileged position on earth and that you are being watched and protected by a supernatural being. |
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