Ch. 6

Question 1

schemes

Answer 1

actions or mental representations that organize knowledge

(i.e., classify blocks by shape)

Question 2

assimilation

Answer 2

incorporating new info. into exsisting knowledge

Question 3

accommodation

Answer 3

adjusting schemes to fit new info. and exp.

Question 4

organization

Answer 4

in Piaget’s theory, grouping of isolated behaviors and thoughts into a higher-order system

Question 5

sensorimotor stage (birth -> 2 yrs.)

Answer 5

construct understanding of world by coordinating sensory exp. w/ phys. action

-starts with reflexive, instinctual actions and ends with start of symbolic thought

-development of object permanence
–objects and events continue to exist even when they can’t be seen, heard or touched.

Question 6

A-not-B error

Answer 6

infants make mistake of selecting familiar hiding place (A) to locate an object, rather than looking in new hiding place (B)

Question 7

preoperational stage (2-7 yrs.)

Answer 7

start to represent world w/ words, images, drawings

-symbolic function substage
–mentally represent object that isn’t present (pretend play)
–egocentric perspective, animism

-intrusive thought substage
–primitive reasoning

Question 8

centration

Answer 8

centering of attention on one characteristic to the exclusion of all others

Question 9

conservation

Answer 9

awareness that altering an object’s or substance’s appearance doesn’t change its basic properties

Question 10

concrete operational stage (7-11 yrs.)

Answer 10

concrete operations and logical reasoning replaces intuitive reasoning as long as reasoning can be applied to specific or concrete examples

-conservation principles grow stronger
–row of balls, matter, length

-classification

Question 11

horizontal decalage

Answer 11

Piaget’s concept that similar abilities don’t appear at the same time within a stage of development

Question 12

seriation

Answer 12

ordering of stimuli along a quantitative dimension such as length

Question 13

formal operational stage (11-15 yrs.)

Answer 13

move beyond concrete experiences and think abstractly

-imaginary audience, personal fable

Question 14

hypothetical-deductive reasoning

Answer 14

develop hypotheses or best guesses and systematically deduce to or conclude which is the best path to solve problems

Question 15

adolescent egocentrism

Answer 15

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

Question 16

imaginary audience

Answer 16

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

Question 17

personal fable

Answer 17

part of adolescent egocentrism that involves an adolescents’ sense of personal uniqueness and invisibility

Question 18

danger invulnerability

Answer 18

adolescents’ sense of indestructibility and tendency to take on physical risks

Question 19

psychological invulnerability

Answer 19

captures’ adolescents felt invulnerability related to personal of psychological distress

Question 20

Piaget’s contributions

Answer 20

careful observations of children

-cognitive development

Question 21

Piaget’s criticisms

Answer 21

some cognitive abilities appear earlier

-stages aren’t always in sync

-training

-culture and education

Question 22

Neo-Piagetians

Answer 22

argue Piaget got dome things right but that his theory needs revision

-emphasis on how children use attention, memory, and strategies to process info

-believe that a more accurate portrayal of children’s thinking requires attention to children’s strategies the speed at which children process info the particular task involved, and the division or problems into smaller, more precise steps

Question 23

zone of proximal development (ZPD)

Answer 23

Vygotsky

-range of hard tasks child can’t do on their own, but can be learned with guidance from more knowledgeable others
–(i.e., adults, other children)

-scaffolding
–changing lvl. of support given to child

Question 24

in classroom

Answer 24

assess ZPD, start at zone’s upper limit, use more-skilled peers as teachers

-monitor private speech, give opportunities to learn in real-world

Question 25

private speech

Answer 25

use of language for self-regulation

Question 26

social constructivist approach

Answer 26

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

Question 27

Vygotsky criticisms

Answer 27

not specific enough about age-related changes and didn’t adequately describe how changes in socioemotional capabilities contribute to cognitive development

-overemphasized the role of language in thinking and emphasis on collars and guidance has pitfalls
–facilitators too helpful or controlling, children may become lazy