Piaget Flashcards
Piaget’s theory concerns the stages through which people must progress in order to develop their “?” ability.
cognitive
As children grow, “?” progresses and becomes more complex and abstract.
thinking process
The particular concept involving the idea that a substance can be changed in one way (shape) while remaining the same in another (amount) is called ?
conservation
Cognition involves “?” in information, “?” it, “?” it,
“?” it and “?” it.
taking processing storing retrieving using
– Ways of thinking and organizing ideas and concepts depending on one’s level of development
schema
The capacity to adjust to surrounding environmental conditions.
Adaptation
Adaptation is composed of two processes:
assimilation and accommodation
Taking in of new information and the resulting integration into the schema or structure of thought.
Assimilation
The process by which children change their perceptions and actions in order to think using higher, more abstract levels of cognition.
Accommodation
4 major stages of cognitive develoment
Sensorimotor
Preoperational thought
Concrete operations
Formal operations
Sensorimotor period:
age
birth to 2
Sensorimotor period:
3 major accomplishments during this period.
1. children learn that they have various “?” through which they receive information.
senses
Sensorimotor period:
2. the exhibition of “?” behavior
goal-directed behavior
Sensorimotor period:
3. Understanding that objects are “?”
permanent
The most important schema acquired during the sensorimotor period
object permanence
Preoperational thought period age
2 to 7
During preoperational thought period, children begin to use symbolic “? for things in their environment.
symbolic representations (words)
Three major obstacles to logical thinking exist during the preoperational period:
egocentrism
centration
irreversibility
Preoperational:A child is unable to see things from anybody else’s point of view:
egocentrism
Preoperational: a child’s tendency to concentrate on only one detail of an object or situation and ignore all other aspects.
Centration
Preoperational: A child’s ability follow and think something through in one direction without being able to imagine the relationship in reverse.
Irreversibility
Preoperational: a child’s ability to sort items into various categories according to certain characteristics.
Classification
Preoperational: A child’s ability to arrange objects IN ORDER according to certain characteristics.
Seriation
Preoperational: a child’s ability to grasp the idea that while one aspect of substance remains the same, another aspect of that same substance can be changed.
Conservation
Concrete operations age
7 to 11 or 12
During concrete operations, a child develops the ability to think logically on a “?” level. He/she devleops the capacity to see things from “?” view.
concrete
from other people’s points of view. - empathy
Concrete operations: children think about things they can “?v4”
see, hear, smell, or touch
Concrete operations: Children’s focus is on thinking about “?” instead of “?”.
things instead of ideas.
Formal operations (final stage) age
11/12 to 16
Formal operations: “?” thought happens
abstract thought
Formal operations: Children can make “?” about how things might be in addition to how they are
hypothesis
Formal operations: 3 major developments
1. Adolescent is able to identify “?” that affect a situation. He/she can view an issue from many “?”.
numerous variables
perspectives
Formal operations: the adolescent can hypothesize about “?” and think about “?” conditions.
relationships
changing conditions
Formal operations: The adolescent is capable of hypothetical “?” reasoning; thus, they can think about “/”
deductive
consequences
Post formal thought
An organized means of evaluating issues that considers many perspectives and posibilities
dialectical thinking
