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Dev. Psych

Ch. 6

QuestionAnswer
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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