Term
| This person forged the single-most comprehensive and compelling theory of intellectual development. |
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Definition
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Term
| What did Piaget do during an interview that many psychologists believed violated the canon of standardized interviewing? |
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Definition
| Sometimes changed his questions during an interview if he thought this might help him understand a particular child's thinking. |
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Term
| Why did Piaget attach little importance to the ages associated with his stage theory? |
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Definition
| He recognized that children pass through his stages at different rates. |
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Term
| What did Piaget maintain that was important in regards to how children move through the stages in his stage theory? |
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Definition
| He did maintain that children move through the stages in an invariant sequence- in the same order. |
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Term
| Even though Piaget believed nature played a large part in the role of how the stages of his theory unfolded, he was not a _____; however, he did think his stages are ________________. |
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Definition
| He was not a maturationist. He did think his stages are genetically determined. |
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Term
| Development is an _____ ______ _______, in which children, through their own activities, build increasingly differentiated and comprehensive cognitive structures. |
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Definition
| Active Construction Process. |
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Term
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Definition
Sensorimotor Intellegence
Birth to 2 years |
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Term
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Definition
Birth- 1 month
The Use of Reflexes |
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Term
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Definition
| Any action pattern for dealing with the environment, such as looking, grasping, hitting, or kicking. Infant's first schemes consist primarily of inborn reflexes. |
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Term
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Definition
1-4 months
Primary Circular Reactions |
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Term
| When does a circular reaction occur? |
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Definition
| When the baby chances upon a new experience and tries to repeat it. |
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Term
| What do most primary circular reactions involve? |
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Definition
| The organization of two previously seen separate body schemes or movements. |
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Term
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Definition
4-8 months
Secondary Circular Reactions |
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Term
| Why are the developments of Piaget's second stage called Primary Circular Reactions? |
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Definition
| They involve the coordination of parts of the baby's own body. |
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Term
| Secondary circular reactions |
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Definition
| Occur when the baby discovers and reproduces an interesting event outside of themselves. |
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Term
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Definition
8-12 Months
The Coordination of Secondary Schemes |
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Term
| In Piaget's 4th Stage, what's going on? |
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Definition
| The infant's actions become more differentiated; he or she learns to coordinate two separate schemes to get a result. |
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Term
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Definition
12-18 Months
Tertiary Circular Reactions |
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Term
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Definition
18-24 Months
The beginnings of thought |
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Term
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Definition
| The imitation of models hours or days after observing them. |
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Term
By the end of the sensorimotor period, objects are separate and permanent.
True or False? |
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Definition
True.
Along with this object permanence, they have a clear sense of themselves as independent beings. |
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Term
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Definition
Preoperational (II) Age 2-7 years
Concreate Opperations (III) Age 7-11 Years |
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Term
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Definition
| Shifting from the particular to the particular. |
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Term
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Definition
| Children demonstrate conservation by using three arguments. |
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Term
| Give an example of the identity argument. |
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Definition
| "You haven't added any or taken any away, so it has to be the same." |
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Term
| Give an example of the argument of compensation. |
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Definition
| "This glass is taller here, but the other one is wider here, so they're still the same." |
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Term
| Give an example of the argument of inversion. |
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Definition
| "They are still the same because you can pour this one back to what it was before." |
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Term
| What underlies the arguments of identity, compensation, and inversion? |
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Definition
| Logical operations: mental actions that are reversible. |
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Term
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Definition
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Term
Piaget argued that children master conservation:
A. Through example
B. Through practice
C. Spontaneously |
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Definition
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Term
| Preoperational children are frequently ________, considering everything from their own single viewpoint. |
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Definition
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Term
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Definition
| The inability to distinguish one's own perspective from that of others. |
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Term
| What does egocentrism not necessarily imply? |
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Definition
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Term
| How do children interact when they are still egocentric? |
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Definition
| They play individually along side each other. As they overcome egocentrism, they learn to coordinate their actions in joint endeavors. |
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Term
| How did Piaget speculate that children overcome egocentrism? |
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Definition
| Through interacting more and more with children and less with adults. |
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Term
| Up to what age do children think rules are fixed and unchangable? |
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Definition
| Up to age 10. After which they are more relativistic. |
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Term
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Definition
The first characteristic of younger children. A blind obendience to rules imposed by adults.
A form of egocentric thought that often lags behind action. |
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Term
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Definition
| The second morality of children- that of older children. This morality considers rules as human devices produced by equals for the sake of cooperation. |
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Term
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Definition
Perceiving everything, including physical objects, physiognomically, as full of life and feeling.
Young children do not make the same distinctions between living and non living things that adults do. |
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Term
| What is preoperational thinking characterized by? |
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Definition
| Egocentrism, animism, moral heteronomy, a view of dreams as external events, a lack of classification, a lack of conservation, as well as other attributes we have not had the space to cover. |
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Term
| How do children view dreams, according to Piaget? |
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Definition
At first, children see them as real.
Gradually, stage by stage, children realize that dreams not only are unreal but are invisible, of internal origin, of internal location, and possess the other characteristics that adults assign to them. Usually by age 6 or 7, at the beginning of concrete operations. |
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Term
| What are children able to do with aspects of a problem once they reach the concrete operations stage? |
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Definition
| They are able to think systematically in terms of "mental actions." |
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Term
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Definition
Formal Operations
11 Years to Adulthood |
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Term
| At the level of formal operations, the adolescents worked systematically in terms of what? |
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Definition
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Term
| Many psychologists use the term stage loosely, as merely a convenient device for summarizing their findings. Did Piaget also do this? |
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Definition
| No. The Piagetian stage concept implies several strong positions on the nature of development. |
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Term
Piaget believed:
A. You can skip a stage and address it later in life.
B. Everyone goes through the stages at different rates and some may not reach the highest stages, but they move through all of them in order.
C. Everyone goes through each stage at essentially the same rate.
D. Everyone goes though the stages at approximately the same rate except the last one, and we'll all reach our highest level at our own pace. |
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Definition
| B. Everyone goes though the stages at different rates and some may not reach the highest stages, but they move though all of them in order. |
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Term
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Definition
| Growth is divided into qualitatively different periods. If intellectual development were a continuous, quantitative process, any division into separate stages would be arbitrary. |
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Term
| What does Piaget mean when he says he believed his own stages represent heirarchic integrations? |
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Definition
| The lower stages do not disappear but become integrated into, and in a sense dominated by, new broader frameworks. |
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