Exam I Ch 2 Flashcards
sociocognitive conflict
interactions that involve wrestling with contradictive viewpoints; Piaget said this was important for learning and development
cognitive tool
tools that are symbolic or mental in nature that greatly enhances children’s thinking abilities according to Vygotsky
self talk
children talk to themselves or think out loud to guide themselves through tasks
internalization
transforming ideas and processes seen in the social or outside world to make them unique to the individual
zone of proximal development
V- the range of tasks children can’t yet do independently but can perform with help and guidance
level of potential development
V- upper limit of tasks one can perform with assistance of more competent person
scaffolding
guidance provided by more competent individuals to help children perform tasks in their ZPD
cognitive apprenticeship
teacher and student work together on a challenging task and the teacher provides guidance on how to think about the task
guided participation
child’s performance, with guidance and support, of an activity in the adult world
metalinguistic awareness
Conscious understanding of the nature and functions of language
subtractive bilungualism
Losing proficiency in native language due to lack of opportunity to use it
pedagogical content knowledge
strategies specific to the content being taught
reflective teaching
reflecting on previously used strategies and and adjust beliefs in light of scientific evidence
sensitive periods
limited time periods during which certain environmental conditions seem to be especially important to development
maturation
occurrence of genetically controlled physical advancements as a child develops
Bronfrenbrenner’s theory
layers of a child’s environment effect their development
prefrontal cortex
responsible for attention, planning, decision making, coordination
procedure in which an adult presents a task or problem and asks a child a series of questions about it, tailoring later questions to the child’s responses to previous ones
clinical method, Piaget
class inclusion tasks
must think of an object as simultaneously belonging to a category and one of its subcategories
What did Piaget say regarding his stages of development?
steps will be same but at different times for different children
What did Piaget say regarding how children learn?
they are active and motivated and construct knowledge from experiences and schemas
How do children learn according to Piaget?
assimilation and accommodation
assimilation
dealing with something in a way that is consistent with an existing schema
accomodation
modify existing schema to account for new information or object or form entirely new schema
Piaget believed what regarding environment?
interactions with the environment are essential for development
intelligence
organization + adaptation
equilibrium
Piaget’s suggestion that children comfortably interpret and respond to new things using existing schemas
disequilibrium
a sort of mental discomfort that spurs them to try to make sense of what they are observing
equilibration
process of moving from equilibrium to disequilibrium and back to equilibrium again
Piaget’s stages of cognitive development
sensorimotor
preoperational
concrete operational
formal operational
sensorimotor stage
0-2
child interacts with environment using the senses
preoperational stage
2-6 or 7
learn to represent world symbolically, language skills explode
concrete operational stage
7-11 or 12
child learns new cognitive rules such as conservation, but limited to non abstract things
formal operational stage
12-adulthood
abstract thinking and ability to think about the future
preoperational egocentrism
inability to view situations from another’s perspective
confusion between physical and psychological events
characteristic of preoperational thought, realism vs animism
lack of conservation
characteristic of preoperational thought; changing an object does not necessarily change the quantity
centration
characteristic of preoperational thought where there is a tendency to focus on only one aspect at a time
transductive reasoning
characteristic of pre operational thought; believing things go together when they don’t
research on Piaget’s stages
supports the sequence but not necessarily the ages at which they emerge
inner speech
develops from self talk; children now internalize their thoughts
actual developmental level
according to V the upper limit of tasks one can perform independently
Vygotsky believed that ______ comes first
language
V thought that _____ and _____ became increasingly _______
thought
language
interdependent
2 contributions of culture according to V
content knowledge-what to think
processes- how to think
mediated learning experience
adult helps child make sense of the world through discussion of an event mutually experienced
dynamic assessment
teacher assesses students’ ability to learn something new, perhaps with adult asssistance
syntax
set of rules to put together sentences
pragmatics
use of socially effective and culturally appropriate behaviors in verbal interactions
metalinguistic awareness
ability to think consciously about the nature and functions of language
subtractive bilingualism
losing proficiency in native language due to discontinued use
