Chapter 2 Flashcards
Piaget’s theory of cognitive development proposes that:
A. Development is based on an individual’s observation within a prepared environment
B. Knowledge is something to be transferred from an adult to the child
C. Intellectual development is a discontinuous process
D. A child’s intellectual development progresses through distinct stages
D. A child’s intellectual development progresses through distinct stages
According to Piaget, assimilation occurs when:
A. When a baby using a favorite scheme to explore his world
B. When a new object does not fit the existing scheme
C. After the developmental dilemma has been successfully resolved
D. When a baby incorporates new objects into a scheme
D. When a baby incorporates new objects into a scheme
Piaget’s view of cognitive development as a process in which children actively build systems of meaning and understanding of reality through their experience and interactions is known as:
A. Constructivism
B. Metacognition
C. Behaviorism
D. Interactive Theory
A. Constructivism
Mr. Nicely often begins his lectures by presenting students with two ideas or observations that apparently conflict. He feels this method of presenting a paradox arouses students’ interest. From Piaget’s point of view, the teacher is making use of his students’ natural response to:
A. Disequilibrium
B. Egocentrism
C. Anticipatory Set
D. Transitivity
A. Disequilibrium
Piaget described cognitive development as a sequence of stages. Which of the following represents his stages in developmental order?
A. Sensorimotor, preoperational, concrete operational, formal operational
B. Preoperational, sensorimotor, concrete operational , formal operational
C. Sensorimotor, preoperational, formal operational, concrete operational
D. Concrete operational, sensorimotor, preoperational , formal operational
A. Sensorimotor, preoperational, concrete operational, formal operational
Two-year-old Lizzie encounters a squirrel and calls it “mouse.” Which of Piaget’s terms best describes her thinking?
A. Accommodation
B. Sensorimotor
C. Assimilation
D. Immature
C. Assimilation
Which cognitive characteristic is Athena showing when she plays hide and seek and pulls the drape over her head with the rest of her body showing believing no one will see her?
A. Immaturity of thought
B. Egocentrism
C. Object permanence
D. Object relevance
B. Egocentrism
Dahlia’s toy is covered by a blanket, but the child does not remove the blanket to look for the toy because he believes the toy is gone. This scenario shows an infant’s inability to grasp which idea?
A. Object permanence
B. Object status
C. Object conservation
D. Object stability
A. Object permanence
During the preoperational stage, children have the ability to do which of the following?
A. Grasp the idea of conservation, for example that amount remains the same regardless of container size.
B. Develop a grasp of object permanence.
C. Think about things and can use symbols to mentally represent objects.
D. Learn about their world through physical manipulation.
C. Think about things and can use symbols to mentally represent objects.
Max, a preschooler, explains that a sandwich cut into four pieces is more than a sandwich cut in half. This misconception is an inability to understand which of the following?
A. Reversibility
B. Conservation
C. Centration
D. Constructivism
B. Conservation
Seriation, an important task children learn during the concrete operational stage, is characterized by which ability?
A. Disinterest in details such as volume or size
B. Arranging things in a logical progression
C. Arranging items with automaticity
D. Interest in disorder of details, as in “Where’s Waldo?”
B. Arranging things in a logical progression
Children in the concrete operational stage have the understanding of space well enough to do which of the following?
A. Think about future events
B. Know the earth’s distance from the sun
D. Move hands on the clock to demonstrate understanding of time
C. Draw a map from home to school
In the formal operational stage, the preadolescent is beginning to think:
A. Abstractly
B. Intelligently
C. Constructively
D. Reasonably
A. Abstractly
The abilities that make up formal operational thought include:
A. Brainstorming, collaborating, and building.
C. Metacognition, hypothetical weighing of negatives, and conceptual workings.
D. General articulation, critical thinking, and creative conceptualization.
B. Thinking abstractly, testing hypotheses, and forming concepts.
Symbols that cultures create to help people think, communicate and solve problems are referred to as:
A. Private Speech
B. Zone of proximal development
C. Abstractions
D. Sign Systems
D. Sign Systems
