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chapter 7 dev

QuestionAnswer
A, not B, error The tendency of 8- to 12-month-old infants to search for a hidden object in the place they last found it (A) rather than in its new hiding place (B).
accommodation the process of modifying existing schemes to incorporate or adapt to new experiences; In vision, a change in the shape of the eye’s lens to bring objects at differing distances into focus.
adaptation In Piaget’s cognitive developmental theory, a person’s inborn tendency to adjust to the demands of the environment, consisting of the complementary processes of assimilation and accommodation.
adolescent egocentrism A characteristic of adolescent thought that involves difficulty differentiating between the person’s own thoughts and feelings and those of other people; evident in the personal fable and imaginary audience phenomena.
assimilation Piaget’s term for the process by which children interpret new experiences in terms of their existing schemata.
centration In Piaget’s theory, the tendency to focus on only one aspect of a problem when two or more aspects are relevant.
class inclusion The logical understanding that parts or subclasses are included in the whole class and that the whole is therefore greater than any of its parts.
clinical method An unstandardized interviewing procedure used by Piaget in which a child’s response to each successive question (or problem) determines what the investigator will ask next.
cognition The activity of knowing and the processes through which knowledge is acquired (for example, attending, perceiving, remembering, and thinking).
conservation The recognition that certain properties of an object or substance do not change when its appearance is altered in some superficial way.
decentration The ability to focus on two or more dimensions of a problem at one time.
decontextualization Separation of prior knowledge and beliefs from the demands of the task at hand.
egocentrism The tendency to view the world from the person’s own perspective and fail to recognize that others may have different points of view.
genetic epistemology The study of how humans come to know reality and basic dimensions of it such as space, time, and causality; Piaget’s field of interest.
guided participation A process in which children learn by actively participating in culturally relevant activities with the aid and support of their parents and other knowledgeable individuals.
horizontal décalage A term used by Piaget to characterize that different cognitive skills related to the same stage of cognitive development emerge at different times.
hypothetical-deductive reasoning A form of problem solving in which a person starts with general or abstract ideas and deduces or traces their specific implications; “if–then” thinking.
imaginary audience A form of adolescent egocentrism that involves confusing one’s own thoughts with the thoughts of a hypothesized audience for behavior and concluding that others share these preoccupations.
imaginary companion A play companion invented by a child in the preoperational stage who has developed the capacity for symbolic thought.
object permanence The understanding that objects continue to exist when they are no longer visible or otherwise detectable to the senses; fully mastered by the end of infancy.
organization a person’s inborn tendency to combine and integrate available schemes into more coherent and complex systems or bodies of knowledge; as a memory strategy, a technique that involves grouping or classifying stimuli into meaningful clusters.
perceptual salience Phenomenon in which the most obvious features of an object or situation have disproportionate influence on the perceptions and thought of young children.
personal fable A form of adolescent egocentrism that involves thinking that oneself and one’s thoughts and feelings are unique or special.
postformal thought Proposed stages of cognitive development that lie beyond formal operations.
private speech Nonsocial speech, or speech for the self, commonly used by preschoolers to guide their activities and believed by Vygotsky to be the forerunner of inner speech, or silent thinking in words.
relativistic thinking A form of postformal-operational thought in which it is understood that there are multiple ways of viewing a problem and that the solutions people arrive at will depend on their starting assumptions and perspective.
reversibility In Piaget’s theory, the ability to reverse or negate an action by mentally performing the opposite action.
scheme (or schema; plural: schemes or schemata) A cognitive structure or organized pattern of action or thought used to deal with experiences.
seriation A logical operation that allows a person to mentally order a set of stimuli along a quantifiable dimension such as height or weight.
static thought In Piaget’s theory, the thought characteristic of the preoperational period that is fixed on end states rather than on the changes that transform one state into another. Contrast with transformational thought.
symbolic capacity The capacity to use symbols such as words, images, or actions to represent or stand for objects and experiences; representational thought.
transformational thought In Piaget’s theory, the ability to conceptualize transformations, or processes of change from one state to another, which appears in the stage of concrete operations. Contrast with static thought.
transitivity The ability to recognize the necessary or logical relations among elements in a serial order (for example, that if A is taller than B, and B is taller than C, then A must be taller than C).
zone of proximal development Vygotsky’s term for the difference between what a learner can accomplish independently and what a learner can accomplish with the guidance and encouragement of a more skilled partner.
Created by: cmb8989
 

 



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