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CHILD DEVELOPMENT
CHAPTER 7 - Cognitive Developmental Approaches
| Question | Answer |
|---|---|
| schemes | In Piaget’s theory, actions or mental representations that organize knowledge |
| assimilation | Piagetian concept of the incorporation of new information into existing knowledge (schemes) |
| accommodation | Piagetian concept of adjusting schemes to fit new information and experiences |
| organization | Piaget’s concept of grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system; the grouping or arranging of items into categories |
| equilibrium | a mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive conflict or disequilibrium in trying to understand the world. Eventually, they resolve the conflict and |
| sensorimotor stage | the first of Piaget’s stages, which lasts from birth to about 2 years of age; infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with motoric actions |
| object permanence | the Piagetian object-permanence concept in which an infant progressing into substage 4 makes frequent mistakes, selecting the familiar hiding place (A) rather than the new hiding place (B) |
| AB error | the Piagetian object-permanence concept in which an infant progressing into substage 4 makes frequent mistakes, selecting the familiar hiding place (A) rather than the new hiding place (B) |
| operations | internalized sets of actions tha allow children to do mentally what before they had done physically. Operations also are reversible mental actions |
| preoperational stage | the second Piagetian developmental stage, which lasts from about 2 to 7 years of age; children begin to represent the world with words, images, and drawings |
| symbolic funtion substage | the first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to represent mentally an object that is not present |
| egocentrism | an important feature of preoperational thought, the inability to distinguish between one’s own and someone else’s perspective |
| animism | a facet of preoperational thought, the belief that inanimate objects have “lifelike” qualities and are capable of action |
| intuitive through substage | the second substage of preoperational thought, occurring between approximately 4 and 7 years of age. Children begin to use primitive reasoning and want to know the answers to all sorts of questions |
| centration | the focusing of attention on one characteristic to the exclusion of all others |
| conservation | the idea that an amount stays the same regardless of how its container changes |
| concrete operational stage | Piaget’s third stage, which lasts from approximately 7 to 11 years of age; children can perform operations, and logical reasoning replaces intuitive reasoning as long as the reasoning as long as the reasoning can be applied to specific, concrete examples |
| horizontal decalage | Piaget’s concept that similar abilities do not appear at the same time within a stage of development |
| seriation | the concrete operation that involves ordering stimuli along a quantitative dimension (such as length) |
| transitivity | if a relation holds between a first object and a second object, and holds between the second object and a third object, then it holds between the first object and the third object. Piaget believed that an understanding of transitivity is characteristic of |
| transitivity | if a relation holds between a first object and a second object, and holds between the second object and a third object, then it holds between the first object and the third object. Piaget believed that an understanding of transitivity is characteristic of |
| formal operational stage | Piaget’s fourth and final stage, which occurs between the ages of 11 and 15; individuals move beyond concrete experiences and think in more abstract and logical ways |
| hypothetical-deductive reasoning | Piaget’s formal operational concept that adolescents have the cognitive ability to develop hypotheses about ways to solve problems and can systematically deduce which is the best path to follow in solving the problem |
| adolescent egocentrism | the heightened self-consciousness of adolescents, which is reflected in adolescents’ beliefs that others are as interested in them as they are in themselves, and in adolescents’ sense of personal uniqueness and invincibility |
| imaginary audience | the aspect of adolescent egocentrism that involves attention-getting behavior motivated by desire to be noticed, visible, and “onstage” |
| personal fable | the part of adolescent egocentrism that involves an adolescent’s sense of uniqueness and invincibility |
| neo-piagetians | developmentalists who have elaborated on Piaget’s theory, believing that children’s cognitive development is more specific in many respects than he thought |
| zone of proximal development (ZPD) | Vygotsky term for tasks too difficult for children to master alone but that can be mastered with assistance |
| scaffolding | in cognitive development, Vygotsky used this term to describe the changing support over the course of a teaching session, with the more skilled person adjusting guidance to fit the child’s current performance level |
| social constructivist approach | an emphasis on the social contexts of learning and the construction of knowledge through social interaction. Vygotsky theory reflects this approach |
Created by:
Jessica C