Term
| Piaget (and his theroy of cognitive development) |
|
Definition
- aided Binet in creating the first IQ test
- noticed common mistakes among age groups
- constructivist view
|
|
|
Term
|
Definition
- children actively create their understanding of the world as they encounter new info and have new experiences
- systematic changes in child's thinking at approximate ages
|
|
|
Term
|
Definition
|
|
Term
|
Definition
| an organized unit of knowledge that the child uses to try to understand a situation; forms the basis for organizing actions to respond to the environment |
|
|
Term
|
Definition
| schemas based on internal mental activities; as children grow older they shift from using schemas based on physical activites to those based on internal mental activities |
|
|
Term
|
Definition
| adjusting one's thinking to fit with environmental demands; modifying schemas in relation to their own experiences |
|
|
Term
|
Definition
| applying an existing schema to a new experience |
|
|
Term
|
Definition
| modifying an existing schema to fit a new experience |
|
|
Term
|
Definition
dont reach stages at exact ages, just in the same order; no stage can be skipped
|
|
|
Term
sensorimotor stage
(1st stage) |
|
Definition
- first 2 years of life
- use senses and motor skills
- items known by use
- learn object permanence
- eventually symbolic thought and deferred imitation
|
|
|
Term
|
Definition
| the notion that entities external to the child, such as objects and people, continue to exist independent of the child's seeing or interacting with them |
|
|
Term
|
Definition
| mimicry of an action some time after having observed it; requires that the child have some sort of mental representation |
|
|
Term
|
Definition
- children as young as 3.5 mo. show object permanence awareness
- core knowledge systems: event knowledge, expectations violation, solidity of objects, physical laws
|
|
|
Term
preoperational stage
(2nd stage) |
|
Definition
- development of symbolic function
- preconceptual substage (2-4 years)
- intuitive substage (4-7 years)
- preoperational thought (semi-logical, conservation skills not complete)
- reversability not yet understood
- ends over means focus
|
|
|
Term
|
Definition
- major characteristic of the preoperational stage
- the ability to use symbols to represent objects and events mentally
|
|
|
Term
|
Definition
- the first substage of preoperational period, during which the childs thought is characterized by the emergence of symbolic function
|
|
|
Term
|
Definition
| the rapid development of language, animistic thinking, and egocentricity |
|
|
Term
|
Definition
| the attrubution of life to inanimate objects |
|
|
Term
|
Definition
| the tendency to view the world from one's own perspective and to have difficulty seeing things from another's point of view |
|
|
Term
|
Definition
| the second substage of the preoperational stage during which the child begins to solve problems by using mental operations but cannot explain how s/he arrives at the solutions; difficulty with part-whole relations |
|
|
Term
concrete operations stage
(3rd stage) |
|
Definition
- 7-12 years old
- stage in which the child is abe to reason logically about materials that are physcially present
- understand reversability and able to attend to more than one dimension of a problem at a time
- importance of culture
|
|
|
Term
formal operations
(4th stage) |
|
Definition
- begins at age 11 or 12
- capable of abstract thinking, complex reasoning, and hypothesis testing
- strongly tied to culture, not all cultures reach this stage
|
|
|
Term
|
Definition
- object permanence may be prerequisite for self-recognition
- self distinction from others is central to development of social cognition
- decreased egocentrism allows role taking, may improve communication and emapathic skills
|
|
|
Term
Vygotsky
(and his socioculteral theory of cognitive development) |
|
Definition
- focus on influence of child's social and cultural worlds on cognitive development
- cognitive development is mostly a result of interations and experiences
- mediators are critical psychological tools for learning success
|
|
|
Term
| Zone of Proximal Development (ZPD) |
|
Definition
- difference between a child's actual developmental level as determined through problem solving and his potential development as determined through problem solving under adult guidance
- social interaction allows scaffolding and guided participation in learning
|
|
|
Term
|
Definition
| psychological tools- such as language, counting, mnemonic devices, algebraic symbols, art and writing- that facilitate and direct thinking processes |
|
|
Term
|
Definition
| an instructional process in which the more knowledgeable partner adjusts the amound and type of support he offers to the child to fit with the child's learning needs over the course of the interaction |
|
|
Term
|
Definition
| a tutoring approach based on the ZPD that helps children in reading comprehension by having the learner collaborate with tutors who help children develop skills critical to comprehension |
|
|
