01/06 Flashcards
cognition
all the mental activities associated with thinking, knowing, remembering, and communicating.
piaget
a child’s mind develops through a series of stages, in an upward march from the newborn’s simple reflexes to the adult’s abstract reasoning power. Driven by the unceasing struggle to make sense of our experiences.
schemas
a concept or framework that organizes and interprets information (from the concrete - like cats & dogs, to the abstract - like love)
assimilation
interpreting our new experiences in terms of our existing schemas.
accommodation
adapting our current understandings (schemas) to incorporate new information.
sensorimotor stage
(from birth to about 2 years of age) stage during which infants know the world mostly in terms of their sensory impressions and motor activities - looking, hearing, touching, mouthing, and grasping.
object permanence
(starting ~8 months) the awareness that objects continue to exist when not perceived
limitations
Baby physics (breaking physics), Baby math (impossible math) draws more attention from young infants
- 3y/o can use models to find objects
pre operational stage
(from about 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.
conservation
(part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects. Not acquired until about 6 years old.
egocentricism
preoperational children have difficulty taking another’s point of view. (“Show mommy the pic” - child faces pic to self)
symbolic thinking
representing things with words and images
Showing children a model of a room and hiding a model toy in it (a miniature stuffed dog behind a miniature couch).
2 1⁄2-year-olds easily remembered where to find the miniature toy, but they could not use the model to locate an actual stuffed dog behind a couch in a real room.
theory of mind
people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.
Will begin to understand why a playmate is upset.
May tease, empathize, and persuade
concrete operational stage
(from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.
formal operational stage
(normally beginning about age 12) during which people begin to think logically about abstract concepts.
“If John is in school, then Mary is in school. John is in school. What can you say about Mary?”
formal operational stage
(normally beginning about age 12) during which people begin to think logically about abstract concepts.
“If John is in school, then Mary is in school. John is in school. What can you say about Mary?”
lev vygotsky
Children solve problems by internalizing their culture’s language and relying on inner speech
scaffold
guidance provided by caregivers to help children step into higher levels of learning
scaffold
guidance provided by caregivers to help children step into higher levels of learning
zone of proximal development
zone between what a child can and can’t do—it’s what a child can do with help.
zone of proximal development
zone between what a child can and can’t do—it’s what a child can do with help.
