Exam 2

Question 0

assimilation vs accommodation (ex: dogs)

Answer 0

-the way we think about a new experience- try to assimilate our experience into what we already know.
-accommodation- modify your schema to make the new experience fit
(usually in balance/equilibrium)

Question 1

Principles of Piaget’s Theory

Answer 1

• child is a scientist
• children are naturally curious and create schemas
• believed all children pass through stages in the same order

Question 2

Stage Theory (Piaget)

Answer 2

Cognitive development is how you process experiences. Combination of nature and nurture. Cognitive happens first, then learning is passive.
-Children need to rethink their world 3 times in their life, going from one stage to the next.

Question 3

Organization and Scheme

Answer 3

Invariant function (doesn't change)
-scheme- when children form theories. They organize both ideas and actions.

Question 4

Adaptation (ex: seeing a cat after only knowing dogs)

Answer 4

what happens when the new experience does not “fit” the existing scheme.

Question 5

Equilibration/Disequilibrium

Answer 5

drive to get back into balance/thrown off balance so they must recognize their schemes to get back into balance.

Question 6

Sensorimotor

Answer 6

• birth to 2 years
• infants learn about the world through their senses
• use symbols (numbers, letters, shapes)
• Object permanence

Question 7

Object Permanence

Answer 7

Before- “out of sight out of mind”

• understanding objects exist independently.
• initial recognition: 8-9 months
• full recognition: 18 months+

Question 8

Preoperational

Answer 8

2-7 years

• use symbols with errors (act before they think)
• egocentrism- your favorite color is pink because my favorite color is pink
• animism- the sun is sad because the clouds are out
• centration- can not pick out both small and blue rectangles, only either or.
• confuse appearance with reality- boogyman
• magical thought- cardboard box can be anything
• irreversibility- unable to reverse operations

Question 9

Animism

Answer 9

giving life-like qualities to inanimate objects (sun)

Question 10

egoccentrism

Answer 10

children see the world only from their perspective and so does everyone else (pink)

Question 11

Centration

Answer 11

unable to work out two parts of a problem, only one (rectangles)

Question 12

Magical Thought

Answer 12

creative thinking (the box)

Question 13

Irreversibility

Answer 13

UNABLE to reverse operations (can add, but cannot subtract to find answer)

Question 14

Concrete Operational

Answer 14

7-11 years

• form more complex schemas using logical thinking and inductive reasoning
• operations CAN be reversed
• focus on real and concrete, NOT abstract
• inductive reasoning (drawing general conclusions from experience/knowledge)

Question 15

Formal Operational

Answer 15

11 years-adulthood

• can think hypothetically
• can use deductive reasoning to draw conclusions from fact
• hierarchical classification- biggest to smallest vise-versa
• Interpersonal vs Intrapersonal

Question 16

Hierarchical Classification

Answer 16

ability to put things in order

Question 17

Interpersonal vs Intrapersonal

Answer 17

learning starts from the inside, out. Kids learn then show they know it.

Question 18

Strengths and Weaknesses of Stage Theory

Answer 18

Strengths
-children are actively constructing a body of knowledge
-fascinating, often counterintuitive, discoveries
Weaknesses
-underestimates cognitive competence in infants and overestimates in adolescence.
-does not account for variability
-vague with the respect to processes
-undervalues influence of sociocultural forces

Question 19

Sociocultural Perspective (Vygotsky)

Answer 19

• children are products of their culture
• intersubjectivity
• guided participation
• zone of proximal development
• scaffolding
• fading
• egocentric speech
• private speech
• inner speech

Question 20

Intersubjectivity

Answer 20

“2 heads are better than 1”

paired/group learning. Kids don’t learn independently, someone must know more than them to learn.

Question 21

Guided Participation

Answer 21

cognitive growth results from children’s involvement in structured activities with others who are more skilled than them.

Question 22

Zone of Proximal Development

Answer 22

difference between what one can do alone or with assistance

Question 23

Scaffolding

Answer 23

cognitive. A teaching style that matches assistance to learner’s needs. (Pairing someone of a lower level with someone of a higher level)

Question 24

Fading

Answer 24

once a child can work independently, back off. Can do more scaffolding if needed.

Question 25

Egocentric Speech

Answer 25

talking to oneself

Question 26

Private Speech

Answer 26

comments intended to regulate own behavior

Question 27

Inner Speech

Answer 27

thought

Question 28

Example of Piaget vs Vygotsky- 4th graders and spacial mass using puzzles

Answer 28

P- separate children by skill. Give them puzzles that match their skill. Show them what the final puzzle should look like and say “OK now do it”
V- pair children who have lower skill level with those of a higher skill level. Walk around room. Maybe help out those who are struggling, then once working independently, back off.