test 3 Flashcards
constructivism
construct our own knowledge and view of the world. the minds of children at different ages use different approaches to analyze the world
Piaget was interested in
cognition
scheme
organizes existing knowledge, mental framework, concept, prototype. template for evaluating new experience, a group of similar items or skills
organization
combine existing schemas into new, more complex ones. information is organized as schemas
adaption
adjusting to the environment through cognitive disequilibrium and equilibrium
assimilation
the process of bringing new objects or information into an existing scheme, interprets new experiences in terms
accommodation
modifies schema or creates new ones to fit new information
cognitive conflict/ disequilibrium
new information dosent fit into existing schemas
cognitive equilibrium
can comfortably respond to new information with existing cognitive framework
how did Piaget over and underestimate young abilities?
he failed to distinguish between competence and performance
how did Piaget contribute to the study of children’s cognitive development?
created the stages to determine of what age these children are thinking at
how was his stages criticized?
some kids learn faster or slower than others
sensoriomotor stage age
0- 2
preoperational stage age
2-7
concrete stage age
7-10
formal operational stage age
11<
sensorimotor stage
experience the world through looking, touching and mouthing
stage 1 of sensorimotor
first month
reflexive
infants exercise reflexes. steady coordination of arm, eye, hand and mouth
stage 2 of sensorimotor
1-4 months
primary circular reactions
first habit, repeating interesting acts centered on body
stage 3 sensorimotor
4-8 months
secondary circular reactions
direct activity outside themselves, repeat on interesting acts on object in environment, shake rattle, produce results in environment, learn about world
stage 4 sensorimotor
8-12 months
coordination of secondary schemes
goal-oriented, complete acts, action to solve problem, put down object to grab another, intentionally
stage 5 sensorimotor
12-18 months
tertiary circular reactions
repetition with variation
new ways to solve problems or produce outcomes
stage 6 sensorimotor
18-24 months
beginning of thought
object permanence, has insight and solve problems mentally
mnemonic for sensorimotor stages
Rachel posts snapchats concerning the bears
object permanence
the awareness that things continue to exist even when not perceived. out of sight, out of mind, displacements a not be error, true object permanence
out of sight out of mind
will not search 0-8 months
a not b error
searches last successful place, 8-18 months
true object permanence
can think about objects when not present, 18-24 months
accomplishments of sensorimotor?
SM period, object permanence and symbolic capacity
symbolic capacity
represent things with images and words
animism/ anthropomorphism
attributing life, consciousness to objects
egocentrism
“we wanted you to get a toy, but daddy said you’d like flowers”
centration
focus on only one dimension at a time, sometimes the most salient, not the most important
static thought
cannot mentally transform from one state to another, experiences is like a series of snapshots, not a movie
irreversible thinking
cannot mentally undo or reverse an action
lack of conversation because
centration, irreversible thinking, static thought
intuitive thought
based on past experiences, reasoning that is neither conscoious nor rational
they can do basic classification but problems with
class inclusion
what is the three mountains task?
assess visual perspective taking in children
concrete logic
mental actions using logic on real concrete objects
conservation
a superficial change in appearance does not change the fundamental properties of the object
conservations and their ages
liquid, mass, number- 6-7 years
area- 9-10
volume 9-12
reversibility
mentally undo what was just done
decentration
con focus on more than one aspect of a problem
seriation
arranging items according to increasing or decreasing dimension
transitivity
if A > B and B > C, which is greater a or c
non-egocentric
can take others perspectives
abstract logic
mental actions on ideas, can think about the hypothetical
hypothetical-deductive reasoning
from the general to the specific
when do kids usually not believe in Santa?
5-6 or when they hit concrete operational
vygotsky emphasized
learning, sociocultural
zone of proximal development
what a learner can do independently
scaffolding
structuring a learning situation so learning becomes easier, giving guidelines for completing a task, organizing the task, dividing into smaller, feedback
meditation
adult proposes meanings and interpretations of objects and events, introduces concepts, knowledge, skills and strategies
dualism
right or wrong
multiplicity and relativism
many views, contextual
commitment
what is right for you
what are three things that characterize post formal thinking?
practical, realistic, and more individualistic
microsystem
immediate environment, direct effect
mesosystem
interrelationships of microsystem
exosystem
external, social settings that have indirect effects
macrosystem
society, world events, the planet, historical era
chronosystem
time
nature
inborn
similar stages in any language, brain structures for language, realitively few errors
nurture
learned, environmental view
some exposure to spoken language seems necessary
under what conditions do older adults have trouble understanding speech
presbucusis and tinnitus
what aspects of older people speech are different from younger adults?
decrease in complexity of sentences
