Ch. 6 Flashcards
(27 cards)
schemes
actions or mental representations that organize knowledge
(i.e., classify blocks by shape)
assimilation
incorporating new info. into exsisting knowledge
accommodation
adjusting schemes to fit new info. and exp.
organization
in Piaget’s theory, grouping of isolated behaviors and thoughts into a higher-order system
sensorimotor stage (birth -> 2 yrs.)
construct understanding of world by coordinating sensory exp. w/ phys. action
-starts with reflexive, instinctual actions and ends with start of symbolic thought
-development of object permanence
–objects and events continue to exist even when they can’t be seen, heard or touched.
A-not-B error
infants make mistake of selecting familiar hiding place (A) to locate an object, rather than looking in new hiding place (B)
preoperational stage (2-7 yrs.)
start to represent world w/ words, images, drawings
-symbolic function substage
–mentally represent object that isn’t present (pretend play)
–egocentric perspective, animism
-intrusive thought substage
–primitive reasoning
centration
centering of attention on one characteristic to the exclusion of all others
conservation
awareness that altering an object’s or substance’s appearance doesn’t change its basic properties
concrete operational stage (7-11 yrs.)
concrete operations and logical reasoning replaces intuitive reasoning as long as reasoning can be applied to specific or concrete examples
-conservation principles grow stronger
–row of balls, matter, length
-classification
horizontal decalage
Piaget’s concept that similar abilities don’t appear at the same time within a stage of development
seriation
ordering of stimuli along a quantitative dimension such as length
formal operational stage (11-15 yrs.)
move beyond concrete experiences and think abstractly
-imaginary audience, personal fable
hypothetical-deductive reasoning
develop hypotheses or best guesses and systematically deduce to or conclude which is the best path to solve problems
adolescent egocentrism
heightened self-consciousness of adolescents, reflected in belief that others are interested in them as they are themselves, and in their sense of personal uniqueness and invisibility
imaginary audience
aspect of adolescent egocentrism that involves feeling one is center of attention and sensing that one’s on stage
personal fable
part of adolescent egocentrism that involves an adolescents’ sense of personal uniqueness and invisibility
danger invulnerability
adolescents’ sense of indestructibility and tendency to take on physical risks
psychological invulnerability
captures’ adolescents felt invulnerability related to personal of psychological distress
Piaget’s contributions
careful observations of children
-cognitive development
Piaget’s criticisms
some cognitive abilities appear earlier
-stages aren’t always in sync
-training
-culture and education
Neo-Piagetians
argue Piaget got dome things right but that his theory needs revision
-emphasis on how children use attention, memory, and strategies to process info
-believe that a more accurate portrayal of children’s thinking requires attention to children’s strategies the speed at which children process info the particular task involved, and the division or problems into smaller, more precise steps
zone of proximal development (ZPD)
Vygotsky
-range of hard tasks child can’t do on their own, but can be learned with guidance from more knowledgeable others
–(i.e., adults, other children)
-scaffolding
–changing lvl. of support given to child
in classroom
assess ZPD, start at zone’s upper limit, use more-skilled peers as teachers
-monitor private speech, give opportunities to learn in real-world
