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Dev. Psych
Ch. 6
| Question | Answer |
|---|---|
| Schemes | actions or mental representations that organize knowledge |
| Assimilation | children use existing schemes to incorporate new information |
| Accommodation | adjusting schemes to fit new info and experiences |
| Equilibration | how children shift from one stage of thought to the next |
| Disequilibrium | learning to do something one way and now are told not to do it that way, but may go back to doing it the old way |
| Theory of Cognitive Dev. | Sensor motor stage- Students Pre operational stage- Play Concrete operational- Catch Formal operational stage- Friday |
| Object permanence | understand that objects continue to exist even when they cannot be seen, heard, or touched. Ex. So, if mom leaves a 4 month old, he might not miss her because he hasn't developed object permanence. |
| Believed infants did not have the ability to coordinate sensory info from multiple sources no inter modal perception. | |
| Symbolic Function | scribble or draw designs to represent people, houses, cars, etc. |
| Animism | belief that inanimate objects have lifelike qualities and are capable of action. |
| Intuitive Thought Sub stage | 4-7 yr. old's children using primitive reasoning and want to know the answers to all sorts of questions |
| Centration | focusing of attention on one characteristic to the exclusion of all others |
| Concrete Operational Stage | 7-11 yr. old's |
| Seriation | ability to order stimuli along a quantitative dimension (such as length) |
| Transivity | ability to logically combine relations to understand certain circumstances |
| Formal Operational Stage | 11-15 yrs. old What if thinking emerges |
| Hypothetical deductive reasoning | best path to follow in solving the problem |
| Vygotsky | social environment/interaction society provides tools to support cognitive development cognitive dev. is shaped by cultures in which we live |
| Zone of proximal development (ZPD) | tasks that are too difficult for children to master alone but can be mastered with guidance and assistance from adults or more-skilled children |
| Scaffolding | changing level of support over the course of a teaching session |
| Use ZPD in teaching | teachers should begin toward's the zones upper limit so children can reach w/help and move to a higher level of skill or knowledge |
| Social Constructive Approach | learning and constructing of knowledge through social interaction |
| Post formal thought | thinking that is reflective, relativistic, and contextual |
| Cognitive pragmatics | the culture based software of the mind |
| Cognitive mechanics | the hardware of the mind. Involves the speed and accuracy of the processes involving sensory input, visual and motor memory, discrimination, comparison, and categorization. |
| Bilingual eduation | involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model. |
| False memory | when a person recalls something that did not happen |
| Culturally Fair Questions | an IQ test designed to test non verbal intelligence while minimizing cultural or educational biases. |
| Effective processing | required for organizing multiple tasks and parts of tasks |
| Social Interaction | the way people talk and act with each other and various structures in society. |
| Categorize | the process in which ideas and objects are recognized, differentiated, and understood. |
| Schemas | mental frameworks that organize concepts and info |
| Critical thinking | thinking relatively and productively, and evaluating the evidence |
| Selective attention | focusing on relevant aspects of experience while ignoring the irrelevant |
Created by:
Jnixon11
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