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Module 3 Quiz
| Term | Definition |
|---|---|
| What is “Cognition” | the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses |
| Learning is Biological | Piaget felt that living organisms are self-regulating in their choices of ways to adapt. |
| Knowledge is constructed | learners actively construct knowledge by creating and testing their own theories of the world |
| "Knowledge" is resistant to change | people are resistant to changing in their schemas |
| Cognitive Development is predictable | cognitive development occurs in stages |
| Schema | organized patterns of thoughts |
| Equilibration | Bringing things back into balance |
| Assimilation | taking in information. trying to gather information within the existing know |
| Constructivism | learners construct knowledge rather than just passively take in information |
| Genetic Epistemology | the theory of knowledge, especially with regard to its methods, validity, and scope. the investigation of what distinguishes justified belief from opinion. |
| Describe Piaget's Four Stages of Development | Sensorimotor. 18-24m focus on what they see & do w/ their environment Preoperational. 18m-7y able to think bout things symbolically & use language Concrete operational.7-11 logical concrete reasoning Formal operational.11-21 use symbols & abstract concept |
| Preoperational Stage | able to think about things symbolically; fully understand shapes; problem solving being fully exercised, symbolic thinking: ability to use symbols(words and pics to rep objects and ideas). intuitive reasoning: intuitive guesses based on limited info |
| Kohlberg's 3 Stages of Morality | preconventional(0-9children learn to accept authority), conventional(10-15moral development based on societal norms and external expectations to discern right from wrong), and postconventional(16+indiv. understanding of universal ethical principles) |
| Zone of Proximal Development | the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. |
| Scaffolding | process that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts |
| Simplifying the Task | teacher must engage students' interests, simplify tasks to be manageable, and motivate students to pursue the instructional goal |
| How does one’s culture affect cognitive development | children acquire most of their knowledge through culture. , not only does culture teach children what to think but also how to think |
| How are “psychological tools” related to culture? | provides to support thinking so that all higher-order mental processes, such as reasoning and problem solving, are mediated by psychological tools, such as language, signs, and symbols |
| How Social Interaction Affects Cognitive Development | individuals engage in external speech, which enables them to organize their thoughts and regulate their behavior. |
| Why is social interaction so critical to cognitive development? | social negotiation was essential for building knowledge and understanding concepts |
| How Instruction Affects Cognitive Development | He insisted that not respecting this zone, either by helping children on tasks they can complete on their own, or by not helping enough on difficult tasks, impedes cognitive development. |
| Why is the zone of proximal development critical to learning and to cognitive development? | with the guidance and encouragement of a more skilled individual (usually an adult), the child is able to accomplish a task that he/she would not be able to do independently |
| How do patterns of learning and development vary individually when it comes to a student's cognition? | Learners develop in many different ways and the patterns of learning vary individually across cognitive, linguistic, social, emotional, and physical areas, and designs |
| How could cognitive differences pose a challenge in the classroom? | It can be challenging in the classroom as some students may fall behind from the others to where the teacher would have to accommodate for the struggling students. |
| What can a classroom teacher do to meet some of those challenges? | To keep this from happening you could form group projects based on kids strengths and weaknesses. A teacher could also hold a discussion group with the students for them to pose any questions that they may still have so other students can give opinion. |
Created by:
Rachel.Price
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