Chapter 6

Question 0

Constructivist approach

Answer 0

Piaget viewed children as discovering or constructing virtually all knowledge about their world through their own activity

Question 1

Cognition

Answer 1

Refers to the inner process and products of the mind that lead to “know-ing” it includes all mental activity

Question 2

Adaptation

Answer 2

Involves building schemes through direct interaction with the environment

Question 3

Assimilation

Answer 3

We use our current schemes to interpret our external world

Question 4

Accommodation

Answer 4

We create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely

Question 5

Organization

Answer 5

A process that occurs internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive

Question 6

Sensorimotor stage

Answer 6

Spans the first two years of life. It’s name reflects piaget’s belief that infants and toddlers “think” with their eyes, ears, hands, and other sensorimotor equipment.

Question 7

Circular reaction

Answer 7

Provides a special means of adapting their first schemes. It involves stumbling onto a new experience caused by the baby’s own motor activity. The reaction is “circular” because, as the infant tries to repeat the event again and again, a sensorimotor response that originally occurred by chance strengthens into a new scheme.

Question 8

Goal directed behavior

Answer 8

Coordinating schemes deliberately to solve simple problems

Question 9

Object permanence

Answer 9

The understanding that objects continue to exist even when they are out of sight.

Question 10

A-not-B search error

Answer 10

If they reach several times for an object at one hiding place (A), then see it moved to another (B), they still search for it in the first hiding place (A)

Question 11

Deferred imitation

Answer 11

The ability to remember and copy the behavior of models who are not present

Question 12

Make-believe play

Answer 12

In which children act out everyday and imaginary

Question 13

Violation-of-expectation method

Answer 13

They may habituate babies to a physical event to familiarize them with a situation in which their knowledge will be tested. Or they may show babies and expected event and an unexpected event. Heightened attention to the unexpected event suggests that the infant is “surprised” by a deviation from. Physical reality–and therefore is aware of that aspect of the world

Question 14

Analogically problem solving

Answer 14

Applying a solution strategy from one problem to other relevant problems

Question 15

Displaced reference

Answer 15

A symbolic capacity; the realization that words can be used to cue mental images of things not physically present

Question 16

Preoperational stage

Answer 16

Which spans the years 2 to 7, the most obvious change is an extraordinary increase in representational, or symbolic, activity

Question 17

Sociodramatic play

Answer 17

The make believe with others that is under way by the end of the second year and increase rapidly in complexity during early childhood

Question 18

Dual representation

Answer 18

Viewing a symbolic object as both an object in its own right and a symbol

Question 19

Operations

Answer 19

Mental representations of actions that obey logical rules

Question 20

Egocentrism

Answer 20

Failure to distinguish others symbolic viewpoints from ones own

Question 21

Conservation

Answer 21

Refers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes.

Question 22

Centration

Answer 22

Focus on one aspect of a situation, neglecting other important features.

Question 23

Reversibility

Answer 23

The ability to go through a series of steps in a problem and then mentally reverse direction, returning to the starting point

Question 24

Hierarchical classification

Answer 24

The organization of objects into classes and subclasses on the basis of similarities and differences

Question 25

Concrete operational stage

Answer 25

Extending about from 7-11 years, Marks a major turning point in cognitive development. Thought becomes far more logical, flexible, and organized

Question 26

Seriation

Answer 26

The ability to order items along a quantitative dimension, such as length or weight

Question 27

Transitive inference

Answer 27

The concrete operational child can also seriate mentally

Question 28

Cognitive maps

Answer 28

Mental representations of familiar large-scale spaces, such as a neighborhoods or schools

Question 29

Formal operational stage

Answer 29

In which they develop the capacity for abstract, systematic, scientific thinking

Question 30

Hypothetico-deductive reasoning

Answer 30

When faced with a problem, they start with a hypothesis, or prediction about variables that might affect an outcome, from which they deduce logical, testable inferences

Question 31

Propositional thought

Answer 31

Adolescents ability to evaluate the latest gif of propositions (verbal statements) with-out referring to real world circumstances

Question 32

Imaginary audience

Answer 32

Adolescents belief that they are the focus of everyone else’s attention and concern

Question 33

Personal fable

Answer 33

Certain that others are observing and thinking about them. Teenagers develop an inflated opinion about their own importance–a feeling that they are special and unique

Question 34

Logical necessity

Answer 34

Of propositional thought–that the accuracy of conclusions drawn from premises rests on the rules of logic, not on real-world confirmation

Question 35

Core knowledge perspective

Answer 35

Infants begin life with innate, special-purpose knowledge systems referred to as core domains of thought. Each of these “prewired” understandings permits a ready grasp of new, related information and therefore supports early, rapid development of certain aspects of cognition

Question 36

Private speech

Answer 36

Self-directed speech, instead of egocentric speech

Question 37

Zone of proximal development

Answer 37

A range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers

Question 38

Intersubjectivity

Answer 38

The process whereby two participants who begin a task with different understandings arrive at a shared understanding

Question 39

Scaffolding

Answer 39

Adjusting the support offered during a teaching session to fit the child’s current level of performance

Question 40

Guide participation

Answer 40

A broader concept than scaffolding. It refers to shared endeavors between more expert and less expert participants, without specifying the precise features of communication

Question 41

Intersubjectivity

Answer 41

The process whereby two participants who begin a task with different understandings arrive at a shared understanding

Question 42

Scaffolding

Answer 42

Adjusting the support offered during a teaching session to fit the child’s current level of performance

Question 43

Guided participation

Answer 43

A broader concept than scaffolding. It refers to shared endeavors between more expert and less expert participants, without specifying the precise features of communication

Question 44

Reciprocal teaching

Answer 44

A teacher and two or four students form a collaborative group and take turns leading dialogues on the content of a text passage. Within the dialogues, group members apply four cognitive strategies: questioning, summarizing, clarifying, and predicting

Question 45

Cooperative learning

Answer 45

In which small groups of classmates work toward common goals