Chapter 6_PIAGET’S THEORY OF INTELLECTUAL DEVELOPMENT_Test 2

Question 1

PIAGET’S THEORY OF INTELLECTUAL DEVELOPMENT

Answer 1

Stage theory that purports a universal sequence.
Each stage represents a qualitatively different way of viewing the world.
STAGES
B-2 Sensorimotor
2-5/7 Preoperational
5/7-11 Concrete Operational
11+ Formal Operational

Question 2

Sensorimotor Stage

Answer 2

Birth-2 years
Focus on action, objects, and events
Coordination of the Senses and Body movements.
Six stages (substages) of Sensorimotor Growth

Question 3

Sensorimotor: Stage I

Answer 3

B- 1mo Activating Reflexes
Infant exercises the ready-made sensorimotor schemes (reflexes)
Major reflexes: Grasping, Sucking, Orienting
Leads to formation of organized patterns of behavior.

Question 4

Sensorimotor: Stage II

Answer 4

1mo - 4mo Primary Circular Reactions
Body-centered repetitive movements
Begins to combine and coordinate schemes

Question 5

Sensorimotor: Stage III

Answer 5

4mo - 8mo  Secondary Circular Reactions
Object-centered repetitive movements
First attempts to control and manipulate objects
“magical period”
Primitive signs of Object Permanence

Question 6

Sensorimotor: Stage IV

Answer 6

8mo - 12mo Coordination of Secondary Schemes
Combine schemes to achieve goal
Causality, mean-end relations, intentionality
First “intelligent” behavior
Object Permanence
AnotB Error

Question 7

Sensorimotor: Stage V

Answer 7

12mo - 18mo  Tertiary Circular Reactions
New schemes evolve to achieve  goals
Focus of Properties of Objects
Systematic exploration “little scientist”
Object Permanence
Cannot deal with invisible displacements

Question 8

Sensorimotor: Stage VI

Answer 8

18mo - 24mo  Invention of New Means through Mental Combinations
Beginning of mental representations
Child makes first inferences
Transition to Preoperational Stage
Object Permanence
Complete understanding

Question 9

Summary of Sensorimotor

Answer 9

I B-1mo Activating reflexes
II 1-4mo Primary Circular Reactions
III 4-8mo Secondary Circular Reactions
IV 8-12mo Coordination of Secondary Schemes
V 12-18mo Tertiary Circular Reactions
VI 18-24mo Invention of New Means through Mental Combinations

Question 10

Limitations of Piaget

Answer 10

Age Inaccuracies
Piaget underestimates abilities
Object Permanence
Motor Limitations
Memory Limitations
Motivational Limitations

Question 11

2-5/7 Preoperational Stage

Answer 11

Symbolic Representation
Identity Permanence:
Functional Relationships / Transductive Reasoning 
Egocentrism
Lack of Conservation Skills:

Question 12

Symbolic Representation

Answer 12

Make something stand for something else that is not immediately present

Question 13

Identity Permanence:

Answer 13

Changes in the properties of an object does not necessarily change the identity of the object

Question 14

Functional Relationships / Transductive Reasoning

Answer 14

Changes in one object are often associated with changes in another object.

Question 15

Egocentrism

Answer 15

Inability to take another person’s perspective

Question 16

Lack of Conservation Skills:

Answer 16

Thinking is irreversible, state bound, and centers on single variable

Question 17

Conservation task

Answer 17

Step 1: the child agrees that there is the same amount of water in cup A and cup B
Step 2: The child observes as the water from cup B is poured into cup C, which is shaped differently
Step 3: The child is asked if beakers A and C have the same amount of water

Question 18

Concrete Operational Stage

Answer 18

In the relm of reality
Mental Manipulation of Symbols
Must have Real World Reference
Uses Inductive Reasoning
Conservation:
Able to Solve Conservation Tasks.

Question 19

Mental Manipulation of Symbols

Answer 19

Uses a variety of mental operations to think about changes: Reversibility, Compensation, Negation, Addition, etc.

Question 20

Horizontal Decalage

Answer 20

While the roots of the conversation skills are there, it takes further experience to fill out that particular blue print while some areas show up for all conversation skills to show up you need real world experience

Question 21

Must have Real World Reference

Answer 21

Must have observed the operations in some form

Question 22

Uses Inductive Reasoning

Answer 22

From Specific to General: Makes Generalizations based on observations.

Question 23

Conservation

Answer 23

refers to a logical thinking ability, Able to Solve Conservation Tasks.

Question 24

Formal Operational Stage

Answer 24

11 years +

Moves us into the relm of possibility

Question 25

Contrast concrete and formal thinking

Answer 25

CONCRETE FORMAL
Reality Possibility
Empirico-Inductive Hypothetical-Deductive
forms associations can think about things
Not Systematic Systematic / Abstract

Question 26

what does the ability to solve the wason four card problem show where you are in piaget’s levels?

Answer 26

Formal operations

Question 27

Piaget was anti____

Answer 27

training

Question 28

Object Permanence

Answer 28

is the understanding that objects continue to exist even when they cannot be observed (seen, heard, touched, smelled or sensed in any way).

Question 29

logical reasoning

Answer 29

Logical thinking, in Piaget’s developmental scheme, is operational, which means that it does not appear before the concrete operations stage.

Question 30

Vygotsky’s sociocultural theory

Answer 30

stresses social and cultural contributions to childrens thinking

Question 31

Zone of proximal development

Answer 31

Vygotsky’s sociocultural theory, a range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peers

Question 32

private speech

Answer 32

Children’s self directed speech. What Paiget considered egocentric speech bc children have difficulty taking the perspectives of others. Vygotsky disagreed he thought bc language helps children think about mental activities and behavior and select courses of action, vygotsky saw it as the foundation for all higher cognitive processes.

Question 33

scaffolding

Answer 33

Vygotsky. adjusting the support offered during a teaching session to fit the child’s current level of performance. When the child has little notion of how to proceed, the adult uses direct instruction. As a child’s competence increases, effective scaffolfers gradually and sensitively withdrawal support, turning over responsibility to the child.

Question 34

guided participation

Answer 34

Vygotsky. 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 35

Intersubjectivity

Answer 35

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

Question 36

Vygotsky and Education

Answer 36

offer new visions of teaching and learning- ones that emphasize the importance of social context and collaboration.Like Piagetian classrooms, Vygotskian classrooms accept individual differences and provide opportunities for children’s active participation. But, a Vygotskian classroom goes beyond independent discovery to promote assisted discovery. Teachers guide children’s learning with explanations, demonstrations, and verbal prompts tailoring their interventions to each child’s zone of proximal development.