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Stack #111880
Piaget and Vygotsky revision
| Question | Answer |
|---|---|
| Susan cannot solve long division problems on her own but is able to solve them if her teacher helps her by using verbal prompts. This is an example of Susan’s ____________. | Zone of proximal development |
| Tom is having a conversation with John. This is an example of ____________. | Social Speech |
| According to Vygotsky, teachers should proved the opportunity for _______________ in the classroom by adapting materials or problems to students’ current levels, demonstrating skills or thought processes, walking students through the steps of a complicate | Assisted learning |
| Casey is able to use basic language and can think operations through in one direction but cannot think them through in the reverse order and has trouble understanding how other people are feeling and thinking. She is at the ________________ stage. | Pre-operational |
| ___________ is an "invariant function" and is the process of adjusting to the environment. | Adaptation |
| The ability to think backwards from the end to the beginning is called __________ thinking. | Reversible |
| The two basic processes of adaptation are accommodation and ______________. | Assimilation |
| Orderly, adaptive changes we go through from conception to death. | Development |
| Children in the concrete operational stage understand the law of ________________. | Conservation |
| The basic building blocks of thinking. | Schemas |
| Mrs. Brown helps her students solve difficult physics problems by breaking the problem down into steps and by giving them an example of a similar problem. This is called _________________. | Scaffolding |
| A child who is beginning to make us of imitation, memory, and thought, beginning to recognize that objects do not cease to exist when they are hidden and is moving from reflex actions to goal-directed activity is at the _______________ stage. | Sensorimotor |
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avla
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