Ch 2 Flashcards
Schemas
Cognitive frameworks for how we organize and interpret information
Assimilation
A mental process that occurs when a child incorporates new knowledge into existing knowledge
Accomodation
A mental process that occurs when a child adjusts to new information
- Produces a corresponding change
Organization
Grouping and arranging items by category
Cognitive frameworks
Enable us to engage in more complex thinking
Change with age
Teachers must present information consistent within cognitive frameworks
Sensorimotor stage
Birth- 2 years
Coordination of sensory experiences with motor actions
Object permanence-realization that objects exist even when out of sight
Preoperational stage
2-7
Symbolic thought- Ability to represent mentally an object that is not present
Egocentrism- Difficulty seeing another person’s point of view
Animism- The belief that inanimate objects have “lifelike” qualities and are capable of actions
Intuitive thought rather than logical thinking
Irreversibility- ability to only think in one direction (2+2=4)
Concrete operational stage
7-11
Logical reasoning replaces intuitive reasoning, but only in concrete situations
Conservation- essence of something remains constant, although the surface features may change
Classification- coordinate several characteristics rather than focus on a single property of an object
Reversibility- Ability to use cognitive operations to take things apart (2+2=4, 4-2=2)
Formal Operational Stage
11+
Abstract reasoning- Think in abstract, idealistic and logical ways (allegories and metaphors)
Hypothetical- deductive reasoning: Ability to develop hypotheses about ways to solve problems and systematically reach a conclusion (cause and effect)
Adolescent egocentrism: Heightened self consciousness and a sense of personal uniqueness
Vygotsky’s Theory
Comes from an educational psychological perspective
How children interact in their environment
Cognitive growth depends on children’s interactions with those around them
Social constructivist
Vygotsky’s Theory of Speech Development
Pre-intellectual speech (crying, cooing, babbling, single words, two word phrases, etc.)
Naive speech- short phrases (“me want drink”)
Egocentric speech- carry on lively conversations with themselves
-The more complex the task, the greater the egocentric speech
Inner speech- Private speech (self talk)- outer speech becomes inner speech
Vygotsky’s Zone of Proximal Development
Range of tasks a child can master with appropriate help and support
Scaffolding: support for learning + problem solving
- Clues
- Reminders
- Providing examples
- Breaking a problem into steps
- Anything else that allows students to grow independence as a learner
