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| the activity of knowing and the processes through which knowledge is acquired and problems are solved |
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a flexible question and answer technique used to discover how children think about problems
-defended the flexibility by saying it allowed for him to fully understand the childrens minds |
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| piagets definition of intelligence |
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Definition
| it is a basic life function that helps an organism adapt to its environment |
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cognitive structures--organized patterns of action or thought that people construct to interpret experiences
-like having a set of rules or procedures to structure our cognition |
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| piagets view on nature vs nurture |
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| children actively create knowledge by using their schemas from their experiences (nurture) using two inborn (nature) intellectual functions: organization and adaptation |
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| piagets definition of organization |
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| children systematically combine existing schemes into new and more complex ones |
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| piagets definition of adaptation |
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| the process of adjusting to the demands of environment; occurs through assimilation and accommodation |
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| modifying existing schemes to better fit new experiences |
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| the process by which we interpret new experiences in terms of existing schemes |
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| when new events seriously challenge our existing schemes we have cognitive conflict which stimulates cognitive growth and new understandings |
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| the process of achieving mental stability where our internal thoughts are consistent with the evidence we are receiving from the external world |
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| six subtages of sensorimotor stage |
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Definition
p 213
reflex activity, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions, beginning of thought |
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Definition
| react reflexively to internal and external stimulation |
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| primary circular reactions |
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Definition
| continue doing something w their body that first happened on accident such as sucking thumb |
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| secondary circular reactions |
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Definition
| repeatedly perform an action with something other than themselves such as sucking on a toy |
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| coordination of secondary schemes |
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Definition
| infants combine secondary actions to achieve simple goals such as pushing an obstacle out of the way in order to grasp something |
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| tertiary circular reaction |
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Definition
| repeats actions with variation such as throwing oatmeal on floor, or at wall |
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| the possibility of letting one object represent another such as a pot a hat: pretend play |
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fundamental understanding that objects continue to exist when they are no longer visible
-piaget believes this is mastered by 18 months
p 215 |
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Term
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tendency for 8-12 month year old to look for a toy in the last place they found it instead of its new hiding place
-increases with lengthier delays and number of times it is found in spot A |
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| huge achievement of sensorimotor stage |
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Definition
can experiment mentally and show insight into how to solve a problem p 216
-"have symbolic capacity" |
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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 |
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| are associated w advanced cognitive and social development as well as higher levels of creativity and imagery |
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| the most obvious features of an object or situation; children in pre-operational stage often focus on this meaning |
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the idea that certain properties of an object or substance do not change when its appearance is altered in some superficial way
-children in preoperational stage cant do this |
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| why dont children know about conservation? |
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Definition
havent mastered decentration, reversibility, transformational thought
-instead think in: centration, irriversable thought, and static thought |
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the ability to focus on two or more dimensions of a problem at once
-when pouring water from a tall into a short glass they wont be able to focus on the width as compensating for the loss in height |
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| the process of mentally undoing or reversing an action |
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the ability to conceptualize transformations, or processes of change from one state to another, as when water is poured from one glass to another
-preoperational thinkers cant do this, they have static thought |
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| thought that is fixed on end states rather than the changes that transform one state into another |
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| critiques of piagets preoperational stage |
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Definition
| -simple tasks that focus children attention and do not place heavy demands on their verbal skills or memory reveal that young children develop sound understandings of physical world faster than he thought |
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Term
| concrete operations stage |
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Definition
children can now classify groups, add and subtract, and arrange objects
-are capable of seriage
-capable of transitivity
-difficulty thinking about abstract ideas and unrealistic hypothetical problems |
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| the idea that different cognitive skills related to the same stage of development emerge at different times |
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| enables children to arrange items mentally along a quantifiable dimension such as length or weight |
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| describes the necessary relations among elements in a series for example if mark is taller than john and .... |
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-mental actions on ideas, can mentally juggle and think logically about ideas that cant be seen, heard, etc
-permits scientific thinking about ideas
-children move slowly through this stage |
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| hypothetical deductive reasoning |
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Definition
| reasoning from general ideas or rules to their specific implications |
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| piaget and intuitive vs scientific thinking |
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Definition
| he believed that intuitive thinking is replaced by scientific thinking as they grew older --but it turns out they both coexist |
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separate prior knowledge and beliefs from the demands of the task at hand
-ability increases as teens get older |
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difficulty differentiating ones own thoughts and feelings from those of other people
-two types: imaginary audience and personal fable
-high scores can lead to risky behavior
-can persist if their parents are not supportive
-researchers however have been unable to link it with formal operations and instead think it has to do w advanced social perspective |
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confusing your own thoughts with those of a hypothesized audience for your behavior
-if you are on a date thinking your date is as preoccupied w your zit as you are |
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Definition
a tendency to think that you and your thoughts and feelings are unique
-no one knows how i feel |
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| contextual perspective on cognitive development |
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Definition
| -mastery of formal operations stage is more likely in area of expertise and in people with higher education |
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| ways of thinking that are more complex than those of the formal operational stage |
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Definition
| understanding that knowledge depends on its context and the subjective perspective of the knower |
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detecting paradoxes and inconsistencies among ideas and trying to reconcile them
-repeatedly challenge and change their understanding of what constitutes truth |
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| aging and cognitive skills |
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Definition
-older adults do just fine on problems that are related to the problems they encounter in every day life
-organize objects based on how they function together not on similarity
-cohort effects on different types of schooling they have had |
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| Piaget overall contributions |
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Definition
-showed that infants are active in their own development
-use assimilation and accomodation |
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Definition
p 233
-underestimated young minds
-failed to distinguish between competence and performance (too quick to assume that children who failed lacked competence rather than maybe just wasnt motivated or something)
-overemphasized knowledge as an all or nothing type thing
-wrongly claimed that broad stages even exist: researchers say cognitive development is domain specific (some areas develop faster than others) and many stages are slow and subtle with no clear divisions (as piaget said)
-failed to adequately explain development
-gave limited attention to social influences on cognitive development : didnt put enough influence on social interaction and culture
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Term
| vygotskys sociocultural perspective |
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Definition
| -intelligence is tied to a group of people, the language and tools they have |
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Term
| zone of proximal development |
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Definition
the gap between what a learner can accomplish independently and what she can accomplish with the guidance and encouragement of a more skilled partner
-skills in the zone should be focused on w both people
-skills outside are either already masted or too difficult
-supports that knowledge is not a fixed state and no single test score reflects it |
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Definition
| actively participating in culturally relevant activities with the aid and support of their parents and other knowledgeable guides |
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what parents provide
-the more skilled person gives structured help as the less skill learner becomes more competent |
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to piaget the childs level of cognitive development determines what he can learn; to vygotsky learning in collaboration w more knowledgeable companions drives cognitive development
language
-piaget: cognitive development influences language development
-vygotsky: language shapes thought and thought changes fundamentally once we being to think in words |
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Term
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Definition
| -language, using numbers, applying problem solving and memory strategies |
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what vygotsky thinks is speech to oneself that guides ones thought and behavior
-eventually becomes internalized as our little voice in our head
-is a critical step in development
-more frequent during open ended activities w several outcomes
-piaget wouldve said it is egocentric and is evidence that preoperational thinkers cant take perspectives of others yet |
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| too much emphasis on social interaction |
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