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Definition
| Activity of knowing and the processes through which knowledge is acquired and problems are solved |
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| Flexible question-and-answer technique to discover how children think about problems |
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| Cognitive structures - organzied patterns of action or thought that people construct to interpret their experiences |
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| Children systematically combine existing schemes into new and more complex ones |
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| The process of adjusting to the demands of environment |
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| The process by which we interpret new experiences in terms of existing schemes or cognitive structures |
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| The process of modifying existing schemes to better fit new experiences |
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| Process of achieving mental stability where our internal thoughts are consistent with the evidence we ware receiving from the external world |
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| The substages and intellectual accomplishments of the sensorimotor period p. 225 |
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1. Sensorimotor stage Birth to 2 years
2. Preoperational stage 2-7 years
3. Concrete operational stage 7-11 years
4. Formal operations stage 11-beyond |
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| The fundamental understanding that objects continue to exist when they are no longer visible |
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| Tendency of 8-12 month-olds to search for an object in the place where they last found it (A) rather than in its new hiding place (B) |
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Definition
| Ability to use images, words, or gestures to represent or stand for objects and experiences |
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| Children who do not have ready access to play accommodations invent them |
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| Most obvious features of an object or situation |
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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 |
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Definition
| Ability to focus on two or more dimensions of a problem at once |
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Definition
| Tendency to center attention on a single aspect of the problem |
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Definition
| Process of mentally undoing or reversing an action |
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Definition
| Ability to conceptualize transformations, or processes of change from one state to another, as when water is poured from one glass to another |
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| Thought that is fixed on end states rather than the changes that transform one state into another, as when the water is sitting in the two glasses, not being poured or manipulated |
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Definition
| Tendency to view the world solely from one's own perspective and to have difficulty recognizing other points of view |
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| The logical understanding that the parts are included within the whole |
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| Comparison of preoperational and concrete-operational thinking page 233 |
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| Different cognitive skills related to the same stage of cognitive development emerge at different times |
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Definition
| 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 |
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| Hypothetica-deductive reasoning |
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Definition
| Reasoning from general ideas or rules to their specific implications |
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Definition
| Separate prior knowledge and beliefs from the demands of the task at hand |
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| Difficulty differentiating one's own thoughts and feelings from those of other people |
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| Phenomenon involves confusing your own thoughts with those of a hypothesized audience for your behavior |
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| tendency to think that you and your thoughts and feelings are unique |
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Definition
| 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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Definition
| Detecting paradoxes and inconsistencies amgon ideas and trying to reconcile them |
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Term
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Definition
1.Underestimating young minds
2. Failing to distinguish between competence and performance
3. Wrongly claiming that broad stages of development exist
4. Failing to adequately explain development
5. Giving limited attention to social influences on cognitive development |
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Term
| Zone of proximal development |
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Definition
| Gap between what a learner can accomplish independently and what she can accomplish with the guidance and encouragement of a more skilled partner - Vygotsky |
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| By actively participating n culturally relevant activities with the aid and support of their parents and other knowledgeable guides |
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| The more skilled person gives structured help to a less skilled learner but gradually reduces the help as the less skilled learner becomes more competent |
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| Speech to oneself that guides one's thought and behavior |
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