8.7

Question 1

Early researcher Jean Piaget developed his theory of cognitive development from detailed observations of infants and children, most especially his own three children.
Piaget believed that children form mental concepts or schemas as they experience new situations and events.

Answer 1

PIAGET’S THEORY: FOUR STAGES OF COGNITIVE DEVELOPMENT

Question 2

The development of thinking, problem-solving, and memory.

Answer 2

Cognitive Development -

Question 3

• a mental concept or framework that guides organization and interpretation of information, which forms and evolves through experiences with objects and events.

Answer 3

Schema

Question 4

Piaget’s first stage of cognitive development, in which the infant uses its senses and motor abilities to interact with objects in the environment.
infants use their senses and motor abilities to learn about the world around them

Answer 4

SENSORIMOTOR STAGE [birth to age 2]

Question 5

the knowledge that an object exists even when it is not in sight.

Answer 5

Object Permanence -

Question 6

By the end of the sensorimotor stage, infants have fully developed a sense of

Answer 6

object permanence

Question 7

Piaget’s second stage of cognitive development, in which the preschool child learns to use language as a means of exploring the world.
Time of developing language and concepts
Children no longer have to rely only on senses and motor skills but now can ask questions and explore their surroundings more fully

Answer 7

PREOPERATIONAL STAGE [ages 2 - 7]

Question 8

Everyone else must see what the child sees, and what is important to the child must be important to everyone else, a limitation called

Answer 8

egocentrism

Question 9

Focusing only on one feature of some object rather than taking all features into consideration is called

Answer 9

centration

Question 10

In this conservation task, pennies are laid out in two equal lines. When the pennies are spaced out, the child who cannot yet conserve will centrate on the line with spaced-out pennies and assume that there are actually more pennies in that line.

Answer 10

Conservation Experiment

Question 11

Preoperational children fail at conservation not only because they centrate but also because they are unable to “mentally reverse” actions. This feature of preoperational thinking is called.

Answer 11

irreversibility

Question 12

• the inability to see the world through anyone else’s eyes.

Answer 12

Egocentrism

Question 13

• the tendency of a young child to focus only on one feature of an object while ignoring other relevant features.

Answer 13

Centration

Question 14

• the ability to understand that simply changing the appearance of an object does not change the object’s nature.

Answer 14

Conservation

Question 15

• the inability of the young child to mentally reverse an action.

Answer 15

Irreversibility

Question 16

Piaget’s third stage of cognitive development, in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking.
Centration no longer occurs as children become capable of considering all the relevant features of any given object
They think more logically

Answer 16

CONCRETE OPERATIONS [ages 7–12]

Question 17

are the kind of concepts understood by children of this age. Children need to be able to see it, touch it, or at least “see” it in their heads to be able to understand it.

Answer 17

Concrete concepts

Question 18

Piaget’s last stage of cognitive development, in which the adolescent becomes capable of abstract thinking.
They not only understand concepts that have no physical reality, but also they get deeply involved in hypothetical thinking, or thinking about possibilities and even impossibilities.

Answer 18

FORMAL OPERATIONS [age 12 to adulthood]

Question 19

Russian psychologist Lev Vygotsky wrote about children’s cognitive development but differed from Piaget in his emphasis on the role of others in cognitive development

Answer 19

VYGOTSKY’S THEORY: THE IMPORTANCE OF BEING THERE

Question 20

__ stressed the importance of the child’s interaction with objects as a primary factor in cognitive development
___ stressed the importance of social and cultural interactions with other people, typically more highly skilled children and adults

Answer 20

Piaget; Vygotsky

Question 21

Children develop cognitively when someone else helps them by asking leading questions and providing examples of concepts in a process called ____

Answer 21

scaffolding

Question 22

Vygotsky also proposed that each developing child has a ___, which is the difference between what a child can do alone versus what a child can do with the help of a teacher.

Answer 22

zone of proximal development (ZPD)

Question 23

Vygotsky’s ideas have been put into practice in education through the use of ____, in which children work together in groups to achieve a common goal, and in reciprocal teaching, in which teachers lead students through the basic strategies of reading until the students themselves become capable of teaching the strategies to others.

Answer 23

cooperative learning

Question 24

• process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable.

Answer 24

Scaffolding

Question 25

• the difference between what a child can do alone and what that child can do with the help of a teacher.

Answer 25

Zone of Proximal Development (ZPD)

Question 26

Neurodevelopmental disorder that encompasses a whole range of previous disorders, which cause problems in thinking, feeling, language, and social skills in relating to others

Answer 26

AUTISM SPECTRUM DISORDER (ASD)

Question 27

refers to the ability to understand not only your own mental states, such as beliefs, intentions, and desires, but also to understand that other people have beliefs, intentions, and desires that may be different from yours

Answer 27

Theory of Mind -