Chapter 6: The Symbolic Child: Piaget's Theory and Beyond Flashcards

1
Q

An abstract representation of an object or event

A

Scheme

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2
Q

In Piaget’s theory, types of cognitive schemes that are mental (that is, require symbols), derive from action, exist in organized systems, and follow a set of logical rules, most importantly that of reversibility

A

Operations

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3
Q

The cognitive mechanism that keeps the different mental schemes integrated with one another in a hierarchical nature

A

Organization

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4
Q

The process of adjusting one’s cognitive structures to meet environmental demands; includes the complementary processes of assimilation and accommodation

A

Adaption

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5
Q

The process of incorporating information into already existing cognitive structures

A

Assimilation

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6
Q

The process of changing a mental structure to incorporate new information

A

Accommodation

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7
Q

The process by which balance is restored to the cognitive structure

A

Equilibration

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8
Q

In Piaget’s theory, the first major stage of cognitive development (birth to 2 years old) in which children understand their world through sensory and motor experience

A

Sensorimotor Period

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9
Q

Means-ends (that is, intentional) problem solving, first seen in the latter part of the first year

A

Goal-directed behavior

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10
Q

The second major stage of cognitive development (2-7 years old) characterized by prelogical, intuitive thought

A

Preoperational Period

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11
Q

The knowledge that the quantity of a substance remains the same despite changes in its form

A

Conservation

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12
Q

In Piaget’s theory, the tendency to interpret objects and events from one’s own perspective

A

Egocentrism

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13
Q

In Piaget’s theory, the knowledge that an operation can be reversed, characteristic of the concrete operational period

A

Reversibility

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14
Q

In Piaget’s theory, the tendency of the preoperational children to attend to one aspect of a situation to the exclusion of others

A

Perceptual Centration

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15
Q

The third major stage of cognitive development in Piaget’s theory, in which the children can decenter their perception, are less egocentric, and can think logically about concrete objects

A

Concrete Operational Period

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16
Q

The progressive acquisition of a certain skill within the same intellectual stage

A

Horizontal decalage

17
Q

The ability to classify items in terms of more than one dimension simultaneously, such as shape and color

A

Multiple Classifications

18
Q

The knowledge that a subordinate class (dogs) must always be smaller than the superordinate class in which it is contained (animals)

A

Class inclusion

19
Q

The ability to order objects according to the quantitative dimension of a certain trait

20
Q

In Piaget’s theory, the final stage of cognitive development, in which children are able to apply abstract logical rules

A

Formal Operational Period

21
Q

A formal operational ability to think by generating and testing hypothesis

A

Hypothetico-deductive reasoning

22
Q

The type of thinking that goes from specific observations to broad generalizations, characteristic of formal operational thought

A

Inductive Reasoning

23
Q

The ability to reflect upon knowledge one possess, and without the need of additional information from the external environment, to arrive at new knowledge; characteristic of adolescent thought

A

Reflective abstraction

24
Q

Expression of adolescent egocentrism, without adolescents feeling that they are constantly “on stage” or playing to an imaginary audience

A

Imaginary Audience

25
A belief in one's uniqueness and invulnerability, which is an expression of adolescent egocentrism
Personal Fable
26
Approach to cognitive development that combines neonativism and constructivism, proposing that cognitive development progresses by children generating, testing, and changing their naive theories about the physical and social world
Theory Theories
27
Attributing human properties, like hopes, feelings, and thoughts, to inanimate things
Animism
28
Pretending; it involves an 'if-then' orientation to objects, actions, and peers
Symbolic (fantasy) play
29
Play in which children take on different roles and follow a story line as if they were in a theatrical performance
Sociodramatic Play
30
In children's drawing, children's tendency to draw what they know rather than what they see
Intellectual realism
31
In children's drawing, children's tendency to draw what they actually see
Visual realism
32
The awareness of the origins of one's memories, knowledge, or beliefs
Source Monitoring
33
Make-believe friends
Imaginary friends