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bkx PSY211 CH4
PSY-211 Chapter 4: Piaget
| Question | Answer |
|---|---|
| Three most important of children's constructive processes | Generating hypotheses, performing experiments, and drawing conclusions from observations |
| Adaptation | The tendency to respond to the demands of the environment in ways that meet one's goals |
| Organization | The tendency to integrate particular observations into coherent knowledge |
| Three mechanisms of Piagetian development | (1) Assimilation (2) Accommodation (3) Equilibration |
| Assimilation | The process by which people translate incoming information into a form that fits concepts they already understand |
| Accommodation | The process by which people adapt current knowledge structures in response to new experiences |
| Equilibration | The process by which children (or other people) balance assimilation and accommodation to create stable understanding |
| Equilibrium | When there are no recognized discrepancies in a child's observations and his/her understanding of a phenomenon |
| Disequilibrium | When a child perceives his/her understanding of a phenomenon in need of adjustment due to observations that are inconsistent with the previous understanding |
| Four sources of discontinuity (Four reasons for the stage-like view of development) | (1) Qualitative change (one stage thinks in terms of consequences whereas another thinks in terms of intent) (2) Broad applicability (thinking influenced across diverse contexts) (3) Brief transitions (4) Invariant sequence |
| 4 Stages of Piagetian development | (1) sensorimotor (2) preoperational (3) concrete operational (4) formal operational |
| Age of sensorimotor stage | Birth - 2yrs |
| Age of preoperational stage | 2yrs - 7yrs |
| Age of concrete operational stage | 7yrs - 12yrs |
| Age of formal operational stage | 12yrs - beyond |
| Object permanence | The knowledge that objects continue to exist even when they are out of view (acquired at approx. 8 months) |
| A-not-B error | The tendency to reach for a hidden object where it was last found rather than in the new location where it was last hidden (acquired at approx. 1yr) |
| Deferred imitation | The repetition of other people's behavior a substantial time after it originally occurred (acquired at approx. 18-24 months) |
| Symbolic representation | The use of one object to stand for another |
| Egocentrism | The tendency to perceive the world solely from one's own point of view |
| Centration | The tendency to focus on a single, perceptually striking feature of an object or event to the exclusion of other relevant but less striking features |
| Conservation concept | The idea that merely changing the appearance of objects does not change their key properties (acquired around 6yrs) |
| Did Piaget believe that the formal operations stage is universal? | Piaget believed that not all people reached this stage |
| Four main weaknesses in Piaget's development theory | (1) depicts children's thinking as much more consistent than it is (2) young children are more cognitively competent than Piaget thought (3) understates contribution of the social world to cognitive development (4) vague about mechanisms |
| Four most prominent alternatives to Piaget's theory on development | (1) information-processing (2) dynamic-systems (3) core-knowledge (4) sociocultural |
| Two examples of egocentric behavior | (1) conversation in which the rules of conversing are obeyed but neither child is actually listening to the other child (2) projection of personal thoughts & feelings onto inanimate objects |
| Two causes of issues with conservation | (1) centration (2) static vs. dynamic information (children ignore transformations and focus on end states) |
| Accomplishments & limitations of sensorimotor stage | Acc: reflex modification & coordination, object concept develops; Lim: symbolic thought |
| Accomplishments & limitations of preoperational stage | Acc: symbolic representations; Lim: egocentrism, conservation |
| Accomplishments & limitations of concrete operational stage | Acc: conservation, advanced understanding of classification; Lim: abstract thought |
| Accomplishments & limitations of formal operational stage | Acc: logic problems, scientific reasoning |
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