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Chapter 2

Piaget and Vygotsky's Theories

TermDefinition
Organization The tendency to systematize and combine processes into coherent general systems.
Adaptation The process, described by Piaget, of creating a good fit or match between one's conception of reality and one's real-life experiences.
Schemes An organized pattern of behavior or thought that children formulate as they interact with their environment, parents, teachers,and age-mates.
Assimilation The process of fitting new experience into an existing scheme.
Accommodation The process of creating of revising a scheme to fit a new experience.
Equilibration A process where people organize their schemes in order to achieve the best possible adaptation to their environment.
Disequilibrium A perceived discrepancy between an existing scheme and something new.
Learning Occurs when people create new ideas, or knowledge from existing information.
Constructive Learning Creating knowledge structures rather than merely transferring objective knowledge from one person to another.
Invariant functions Thought processes (organization and adaptation) occur the same way no matter the age of the person.
Sensorimotor stage (Birth-2 yrs) Develops schemes primarily through sense and motor activities. Recognizes permanence of objects not seen.
Preoperational (2-7 yrs) Gradually acquires ability to conserve and decenter, but is not capable of operations or mentally reversing actions.
Concrete operational (7-11 yrs) Capable of operations but solves problems by generalizing from concrete experiences. Is not able to manipulate conditions mentally unless they have been experienced.
Formal operational (11+ yrs) Able to deal with abstractions, form hypotheses, solve problems systematically, and engage in mental manipulations.
Perceptual centration The tendency to focus attention on only one characteristic of an object or aspect of a problem or event at a time.
Irreversibility The inability of a young child to mentally reverse physical or mental processes.
Egocentrism Difficulty in taking another person's point of view, typical of young children.
Conservation The recognition that certain properties stay the same despite a change in appearance or positions.
Adolescent egocentrism The introspective inward turning of a high school student's newly developed powers of thought, with a tendency to project one's self-analysis onto others.
Four component model to optimize scaffolding 1. Model desired academic behaviors 2. Dialogue with the student 3. Practice 4. Confirmation
Psychological tools These are the cognitive devices and procedures with which we communicate and explore the world around us.
Mediation A process in which a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others
Spontaneous concepts Various facts, concepts, and rules that are learned as a by-product of other activities.
scientific concepts Psychological tools, such as language, formulas, rules, and symbols, that allow one to manipulate one's environment consciously and systematically.
Empirical learning The use of noticeable characteristics of objects and events to form spontaneous concepts.
theoretical learning Learning how to use psychological tools across a range of settings and problem types to acquire new knowledge and skills.
zone of proximal development The difference between what a child can do on his or her own and what the child can accomplish with some assistance.
scaffolding Supporting learning during its early phases through such techniques as demonstrating how tasks should be accomplished, giving hints to the correct solution to a problem or answer to a question, and providing leading questions.
Created by: princec0515
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