Athabasca - Chapter 6 - Study Questions

Question 1

In Piaget’s theory of development, the two processes that together control how someone deals with new experiences are
Select one:
a. assimilation and accommodation
b. proximal and distal
c. biology and experience
d. perception and cognition

Answer 1

a. assimilation and accommodation

Question 2

Three-year-old Tammy thought that her neighbour’s pet was a dog until it said “meow” instead of “bow-wow.” Tammy then also noticed that there were a number of other differences between her dog and the neighbour’s pet. She learned to call the neighbour’s pet a cat. The change in Tammy’s understanding illustrates which of Piaget’s concepts?
Select one:
a. Equilibration
b. Accommodation
c. Assimilation
d. Conservation

Answer 2

b. Accommodation

Question 3

Little Gary spends long periods of time picking up objects and dropping them to see what happens. Gary is most likely in Piaget’s _____ stage of cognitive development.
Select one:
a. preoperational
b. concrete operational
c. formal operational
d. sensorimotor

Answer 3

d. sensorimotor

Question 4

The major difference between children in the concrete operational stage and children in the preoperational stage of development is that in the concrete operational stage, children
Select one:
a. develop a sense of object permanence
b. can think logically about hypothetical things
c. are generally more egocentric
d. understand the concept of conservation

Answer 4

d. understand the concept of conservation

Question 5

Abstract thought characterizes Piaget’s cognitive development
Select one:
a. sensorimotor stage
b. preoperational stage
c. formal operational stage
d. concrete operational stage

Answer 5

c. formal operational stage

Question 6

schemes

Answer 6

In Piaget’s theory, actions or mental representations that organize knowledge.

Question 7

assimilation

Answer 7

Piagetian concept of the incorporation of new information into existing knowledge.

Question 8

accommodation

Answer 8

Piagetian concept of adjusting schemes to fit new information and experiences.

Question 9

organization

Answer 9

Piaget’s concept of grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system; the grouping or arranging of items into categories.

Question 10

equilibration

Answer 10

A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive conflict, or disequilibrium, in trying to understand the world. Eventually, they resolve the conflict and reach a balance, or equilibrium, of thought.

Question 11

Arrange Piaget Stages

Answer 11

Sensorimotor stage 0-2 Yrs
Pre-operational Stage 2-7 Yrs
Concrete Operational 7-11Yrs
Formal Operational 11 + yrs

Question 12

Key aspects about Sensorimotor stage 0-2 Yrs

Answer 12

understanding of the world by coordinating sensory experiences
reflexive patterns with which to work
At the end of the sensorimotor stage, 2-year-olds can produce complex sensorimotor patterns and use primitive symbols.

Question 13

Object Permanence

Answer 13

understanding that objects and events continue to exist even when they cannot be seen, heard, or touched. Happens at the end of Sensorimotor stage 0-2 Yrs

Question 14

A-not-B error

Answer 14

occurs when
infants make the mistake of selecting the familiar hiding place (A) to locate an object, rather than looking in the new hiding place (B), as they progress into substage 4 in Piaget’s sensorimotor stage

Question 15

core knowledge approach

Answer 15

states that infants are born with domain-specific innate knowledge systems. Among these domain-specific knowledge systems are those involving space, number sense, object permanence, and language (

Question 16

operations

Answer 16

Internalized actions that allow children to do mentally what before they had done only physically. Operations also are reversible mental actions.

Question 17

symbolic function substage

Answer 17

The first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to represent mentally an object that is not present.

Question 18

egocentrism

Answer 18

An important feature of preoperational thought: the inability to distinguish between one’s own and someone else’s perspective.

Question 19

animism

Answer 19

A facet of preoperational thought: the belief that inanimate objects have lifelike qualities and are capable of action.

Question 20

intuitive thought substage

Answer 20

The second substage of preoperational thought, occurring between approximately 4 and 7 years of age, when children begin to use primitive reasoning

Question 21

centration

Answer 21

Focusing attention on one characteristic to the exclusion of all others.

Question 22

conservation

Answer 22

The realization that altering an object’s or substance’s appearance does not change its basic properties.

Question 23

Key aspects about Sensorimotor stage 0-2 yrs

Answer 23

• Child is yet to perform internalised functions ( Operations)
  -children begin to represent the world with words, images, and drawings
  -Stable concepts are formed, mental reasoning emerges
  -egocentrism is present, and magical beliefs are constructed.

Question 24

Key aspect of concrete operational stage - 7-11 Yrs

Answer 24

• Piaget’s third stage, which lasts from approximately 7 to 11 years of age
• children can perform concrete operations,
• logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific or concrete examples.

Question 25

horizontal décalage

Answer 25

Piaget’s concept that similar abilities do not appear at the same time within a stage of development.

Question 26

Seriation

Answer 26

ordering of stimuli along a quantitative dimension (such as length)

Question 27

Transitivity

Answer 27

ability to reason about and logically combine relationships.

Question 28

Key aspects of formal operational stage 11+

Answer 28

• fourth and final Piagetian stage.
• individuals move beyond concrete experiences and think in abstract and more logical ways.
• adolescents develop images of ideal circumstances.
• hey might think about what an ideal parent is like and compare their parents to their ideal standards
• use logical reasoning and systematic approach is present

Question 29

Adolescent egocentrism

Answer 29

heightened self-consciousness of adolescents, which is reflected in their belief that others are as interested in them as they are themselves, and in their sense of personal uniqueness and invincibility.

Question 30

imaginary audience

Answer 30

the aspect of adolescent egocentrism that involves
feeling one is the center of everyone’s attention and sensing that one is on stage.

Question 31

personal fable

Answer 31

part of adolescent egocentrism that involves
an adolescent’s sense of personal uniqueness and invincibility.

Question 32

Some criticism of Piaget’s Theory of cognitive development

Answer 32

Development is not necessarily linked to age period. Some development happens before
-Cognitive abilities also can emerge later than Piaget thought
Piaget assumed that various aspects of a stage should emerge at the same time which is not true
- Effects of Training can change developmental speed and can supersede some stages
- Aspect of Culture and Education not considered

Question 33

Key aspects of Vygotsky’s Theory of Cognitive Development

Answer 33

• children actively construct their knowledge and understanding
• develop ways of thinking and understanding by their actions and interactions with the physical world
• Here children are more often described as social creatures than in vygotsky theory
• develop their ways of thinking and understanding primarily through social interaction and tools provided by society

Question 34

Zone of proximal development (ZPD)

Answer 34

Vygotsky’s term for tasks that are too difficult for children to master alone but can be mastered with assistance from adults or more-skilled children

Question 35

scaffolding

Answer 35

Vygotsky used this term to describe the practice of changing the level of support provided over the course of a teaching session, with the more-skilled person adjusting guidance to fit the child’s current performance level

Question 36

private speech

Answer 36

Children use language to plan, guide, and monitor their behavior. This use of language for self-regulation is called private speech.

Question 37

Why Vygotsky’s cognitive development theory is also known for having Social constructivist approach

Answer 37

It emphasizes the social contexts of learning and the construction of knowledge through social interaction

Question 38

Criticism of Vygotsky Theory of Social development

Answer 38

• Theory is specific enough about age-related changes
• Does not point out adequately describe how changes in socioemotional capabilities - contribute to cognitive development
• overemphasized the role of language in thinking.
• emphasis on collaboration and guidance has potential pitfalls due to interaction challenges