LESSON 3A | COGNITIVE DEVELOPMENT THEORY | REVIEWER Flashcards

1
Q

A swiss developmental psychologist who conducted a 60-year research about cognitive development theory.

A

JEAN PIAGET

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2
Q

Jean Piaget’s Theory of Intellectualism was published in what year?

A

1936

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3
Q

It focuses on children from birth through adolescence and these are characterized by the different stages in development which include morals, memory, reasoning and language.

A

COGNITIVE DEVELOPMENT THEORY

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4
Q

TRUE OR FALSE
According to Piaget, children formulate their own concepts based on their experiences.

A

TRUE

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5
Q

TRUE OR FALSE
Children are capable of learning even without the influence of adults.

A

TRUE

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6
Q

TRUE OR FALSE
Children learn by nature

A

TRUE

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7
Q

Enumerate the Four Stages of Piaget’s Cognitive Development

A

SENSORIMOTOR
PRE-OPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL

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8
Q
  • 0 to 24 months
  • This stage focuses on the prominence of the senses and movement of the muscle which the infant can learn about himself and the world.
  • Object Permanence
A

SENSORIMOTOR

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9
Q
  • 2 to 7 years old
  • Intelligence at this stage is both intuitive and egocentric.
  • The child can make mental representations and closer to the use of symbols.
  • Language, memory and imagination are being developed.
  • Symbolic Function
A

PRE-OPERATIONAL

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10
Q
  • 7 to 11 years old
  • The child has the ability to think logically but only with the help of concrete objects
  • Operational Thought
A

CONCRETE OPERATIONAL

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11
Q
  • Adolescence to Adulthood
  • The child can solve abstract problems and can make hypotheses
  • His thinking becomes more logical
  • Abstract Concepts
A

FORMAL OPERATIONAL

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12
Q

This is the ability of the child to know that an object still exists even when out of sight. This ability is attained in the sensory motor stage.

A

OBJECT PERMANENCE

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13
Q

This is the ability to represent objects and events. A symbol is a thing that represents something else. A drawing, a written word, or a spoken word comes to be.

A

SYMBOLIC FUNCTION

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14
Q

This is the tendency of the child to only see his point of view and assume that everyone also has his same point of view. The child cannot take the perspective of others.

A

EGOCENTRISM

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15
Q

This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects. For example, when a child is presented with two identical glasses with the same amount of water, the child will say they have the same amount of water.

A

CENTRATION

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16
Q

Pre-operational children still have the inability to reverse their thinking. They can understand that 2 + 3 is 5, but cannot understand that 5-3 is 2.

A

IRREVERSIBILITY

17
Q

This is the tendency of children to attribute human-like traits or characteristics to inanimate objects.

A

ANIMISM

18
Q

This refers to the pre-operational child’s type of reasoning that is neither inductive nor deductive, Reasoning appears to be from particular to particular i.e., if A causes B, then B causes A. for example, since mommy comes home everyday around six o’clock in the evening, when asked why it is already night, the child will say, “because my mom is already home.”

A

TRANSDUCTIVE REASONING

19
Q

This refers to the ability of the child to perceive the different features of objects and situations. No longer is the child focused or limited to one aspect or dimension. This allows the child to be more logical when dealing with concrete objects and situations.

A

DECENTERING

20
Q

During the stage of concrete operations, the child can now follow that certain operations can be done in reverse.

A

REVERSIBILITY

21
Q

This is the ability to know the certain properties of objects like number, mass, volume, or area do not change even if there is a change in appearance.

A

CONSERVATION

22
Q

This is the ability to come up with different hypotheses about a problem and to gather and weigh data in order to make a final decision or judgement. This can be done in the absence of concrete objects. The individuals can now deal with “what it” questions.

A

HYPOTHETICAL REASONING

23
Q

This is the ability to perceive the relationship in one instance and then use their relationship to narrow down possible answers in another similar situation or problem. The individual in the formal operations stage can make an analogy.

A

ANALOGICAL REASONING

24
Q

This is the ability to think logically by applying a general rule to a particular instance or situation.

A

DEDUCTIVE REASONING

25
Q

What are the four (4) Basic Cognitive Concepts?

A

SCHEMA
ASSIMILATION
ACCOMODATION
EQUILIBRATION

26
Q

refers to the cognitive structures where individuals establish ways to understand or make meaning about something. Also, it is a means of adapting to and organizing their environment intellectually.

A

SCHEMA

27
Q

It is using an existing schema and applying it to a new situation or object. It is a process where individuals fit new experiences into the previously created structure.

A

ASSIMILATION

28
Q

It is the changing approaches when an existing schema doesn’t work in a particular situation. It is a process of creating a new schema which is somehow different from the previous ones.

A

ACCOMODATION

29
Q

The driving force that moves all development forward. It is how people understand how the world works and find order and structure.

A

EQUILIBRATION