Term
| Knowledge construction is...P |
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Definition
| a dynamic process of active engagement with the environment |
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Term
| Knowledge construction occurs...P |
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Definition
| through exploration of objects and ideas in the environment |
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Term
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Definition
| Organized action and mental connections, a framework |
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Term
| What are the invariants essential for knowledge construction? P |
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Definition
Organization
Adaptation
Equilibrium
Horizontal Decalage
Vertical Decalage |
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Term
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Definition
| internal component of knowledge. Proceeds through bio structures and bio based functions. |
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Term
| Knowledge construction processes v. mental organization of knowledge (P) |
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Definition
| knowledge construction processes (functions) are the same throughout life but the mental organization of knowledge (structural) changes over time |
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Term
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Definition
change in bx that makes evident the organization has occurred.
Assimilation
Accommodation |
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Term
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Definition
| occurs when a new object is incorporated into an existing schema |
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Term
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Definition
| occurs when an existing schema cannot incorporate the new object and must be changed to accommodate the new. r(reorganized or a new one) |
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Term
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Definition
| interplay btwn assimilation and accommodation which drives adaptation. Results in balance btwn cog. structures and envr. exp. |
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Term
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Definition
| occurs because equilibrium may not be reached across all knowledge domains at the same time. disparity in levels of logical reasoning for different tasks) |
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Term
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Definition
| (thinking processes from lower stages that reoccur at higher stages) is evidence of invariant aspects of knowledge construction. |
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Term
| Knowledge is constructed from three sources: (P) |
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Definition
1. Interaction with the physical world (physical)
2. Comparisons of relationships among objects/ideas (logicomathematical)
3. Transmission by others (social arbitrary) |
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Term
| Source of knowledge of physical knowledge (P) |
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Definition
| Source of knowledge is the objects themselves and arises from interaction. |
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Term
| Source of knoowledge of logicomathematical knowledge (P) |
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Definition
| Source of knowledge is in the individuals categorizing and comparing the characteristics of objects (ideas), using numeration, series, and classification. |
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Term
| Source of knowledge of social arbitrary knowledge (P) |
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Definition
| It must be transmitted directly from others |
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Term
| What are Piaget's four stages and their age ranges? |
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Definition
1. Sensorimotor (birth -2)
2. Preoperational (2-7)
3. Concrete operational (7-11)
4. Formal operational (12-adult) |
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Term
| Describe Sensorimotor stage. |
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Definition
| Knowledge of the world based on senses and motor skills. By the end of this period infant uses mental representations |
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Term
| What are the six stages during the sensorimotor stage? |
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Definition
1. reflexive actions
2. Primary circular reactions
3. secondary circular reactions
4. coordination of secondary schemes
5. Teritiary Circular Reactions
6. Invention of new means by mental combinations. |
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Term
| Reflexive actions (P) sensorimotor |
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Definition
| reflexive actions (sucking) used to interact with the environment. Used indiscriminately. |
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Term
| Primary Circular Reactions (P) Sensorimotor |
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Definition
| (1-4 or 5 months) reflexive actions that infants repeat over and over. (thumb sucking) |
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Term
| Secondary Circular Reactions (P) Sensorimotor |
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Definition
| (4-10 months) infants act on objects in the environment to get a response. (ball-noise) Actions still used indiscriminately. |
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Term
| Coordination of Secondary Schemes (P) Sensorimotor |
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Definition
| : (8-12 months) Infants can coordinate a number of schemes to reach a goal. Use a means to and end. They begin to anticipate events and have object permanence. ‘hold it in mind’ |
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Term
| Terirary Circular Reactions (P) Sensorimotor |
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Definition
| (12-18 months) Act on objects to get a response and continue to elaborate the action to get different responses. Effects of trial and error. |
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Term
| Invention of new means by menat combinations (P) sensorimotor |
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Definition
| : (18 – 24 months) can symbolize mentally, using language, pretend play, deferred imitation and mental combinations to solve problems. (Opening a door to drive a toy car). The appearance of language and pretend play are strong indicators of the ability to engage in symbolic thought. |
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Term
| Describe Preoperational stage |
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Definition
| Child learns how to use symbols such as words and numbers to represent aspect of the world, but realates only through own's perspective. |
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Term
| Hallmarks of the preoperational stage |
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Definition
1. Uni-dimensional (centration)
2. Perceptual Orientation
3. Irreversibility
4. Animism
5. Egocentrism |
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Term
| Unidimensional (centration) (P) Preop. |
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Definition
| children will focus on one characteristic but not take into account related characteristics. (look at height not width) |
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Term
| Perceptual Organization (P) Preop |
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Definition
| more likely to accept what they see than using logical thought. |
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Term
| Irreversibility (P) Preop |
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Definition
| can’t mentally ‘undo’ an action |
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Term
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Definition
| difficulty distinguishing between living and nonliving. (if moving it might be judged to be alive, clouds) |
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Term
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Definition
| not able to see another’s visual perspective. Egocentric speech is prominent. |
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Term
| Describe Concrete Operational Stage |
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Definition
Child understands and applies logical operations to experiences. Focused on the here and now.
Black or white.
Concrete situations only, not abstract |
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Term
| Characteristics of the Concrete Operational Stage |
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Definition
1. Decentration
2. Conservation
3. Reversibility
4. Seriation
5. Classifications |
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Term
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Definition
| they can consider more than one characteristic of an object of event when making decisions. |
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Term
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Definition
| quantity remains the same even if its appearance changes. |
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Term
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Definition
| logical actions may be reversed. This is necessary for mathematical thinking. |
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Term
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Definition
| can order object according to length, with and other dimensions |
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Term
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Definition
| they can categorize according to more than one dimension. Begin hierarchiacal classification or class inclusion. |
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Term
| Describe Formal Operations stage |
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Definition
| Logical mental operations can be applied to abstract problems. |
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Term
| Formal Operational stage is characterized by what? |
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Definition
Hypothetical reasoning
Propositional reasoning
Reflective thinking
Complex planning |
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Term
| Role of play in knowledge construction (P) |
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Definition
constructs knowledge of world by relating new experiences to existing schemas
Occurs in three stages
is an assimilation process |
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Term
| Piaget's three stages of play: |
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Definition
1. Practice play
2. Pretense play
3. Games with rules |
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Term
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Definition
| (6 months -3 years)- repeating similar play actions on toys to master their use, with gradual elaboration of these actions. not routine repetition |
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Term
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Definition
| (4-7 years) begins with adult facilitation but it extends into elaborate social pretense with peers (fantasy play). Children create worlds that make sense to them that include language narration, perspective and role taking. |
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Term
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Definition
| (evident at some toddler play but predominant in concrete operational phase) Rule games (social turn taking)time is spent in discussion of the rules, changing them to be fair, and adapting rules to make the game more fun. Sports not included. |
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Term
| Where does moral dev. begin? (P) |
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Definition
| In games with rules. Children discuss and decide issues of justice |
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Term
| Role of language in knowledge construction (P) |
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Definition
Language doesn’t drive thought but assists thought to be more elaborate and complex.
Parallels dev. of play
Parallesl dev. of logical thought
Early lang is egocentric but transistions. |
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Term
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Definition
1. emphasis on the nature of childrens thinking being different from adults
2. Comprehensive methodology (clinical interviews)
3. Theory is testable, generates wealth of research
4. Discussion of play |
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Term
| Piaget's influence in Education |
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Definition
1.Children must be active participants in their knowledge construction
2.Stage thinking should be assessed not assumed. Levels of reasoning are evident in ‘mistakes.’
3.Equilibration can be initiated by educators
4.Teacher’s role is to provide cognitive conflict to facilitate knowledge construction. |
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Term
| Piaget's influence in Education |
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Definition
1.Children must be active participants in their knowledge construction
2.Stage thinking should be assessed not assumed. Levels of reasoning are evident in ‘mistakes.’
3.Equilibration can be initiated by educators
4.Teacher’s role is to provide cognitive conflict to facilitate knowledge construction. |
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Term
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Definition
1. stages not as clear cut
2. little focus on socio-emotional issues
3. no clear cut definition of mechanisms that affected transisitions of stages
4. lack of emphasis on relationshio of cognition to performance
5. Object permanence could happen earlier |
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