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T&L Test 1
T&L Test 1: Ch. 1, 3
| Question | Answer |
|---|---|
| orderly, adaptive changes we go through from conception to death | development |
| changes in body structure and function over time | physical development |
| changes in personality that take place as one grows | personal development |
| changes over time in the ways we relate to others | social development |
| gradual, orderly changes by which mental processes become more complex and sophisticated | cognitive development |
| three general principles of development | People develop at different rates Development is relatively orderly Development takes place gradually |
| Piaget's basic assumption is that development is "____" and is influenced by ____, ____, and _____ | making sense of the world; maturation, activity, social transmission |
| ongoing process of arranging information and experiences into mental systems or categories. Ordered and logical network of relations | organization |
| adjustment to the environment | adaptation |
| mental systems or categories of perception and experience | schemes |
| fitting new information into existing schemes | assimilation |
| altering existing schemes or creating new ones in response to new information | accommodation |
| search for mental balance between cognitive schemes and information from the environment | equilibration |
| the "out-of-balance" state that occurs when an individual realizes that his or her current ways of thinking are not working to solve a problem or understand a situation | disequilibrium |
| 0-2 years; learns through reflexes, senses, and movements - actions on the environment | sensorimotor stage |
| the understanding that objects have a separate, permanent existence | object permanence |
| deliberate actions toward a goal | goal-directed actions |
| child starts talking - 7 years; develops language and begins to use symbols to represent objects; the stage before a child masters logical mental operations | preoperational stage |
| actions and individual carries out by thinking them through instead of literally performing the actions | operations |
| the ability to use symbols - language, pictures, signs, or gestures - to represent actions or objects mentally | semiotic function |
| thinking backward, from the end to the beginnning | reversible thinking |
| principle that some characteristics of an object remain the same despite changes in its appearance | conservation |
| focusing on more than one aspect at a time | decentering |
| assuming that others experience the world the way you do | egocentric |
| first grade - 11 years; can think logically about concrete (hands-on) problems | concrete operational stage |
| principle that an individual or object remains the same over time | identity |
| the principle that changes in one dimension can be offset by changes in another dimension | compensation |
| a characteristic of Piagetian logical operations - the ability to think through a series of steps and then mentally reverse the steps and return to the starting point; also called reversible thinking | reversibility |
| grouping objects into categories | classification |
| arranging objects in sequential order according to one aspect, such as size, weight, or volume | seriation |
| adolescence to adulthood; can think hypothetically and deductively | formal operational stage |
| a formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem and then deduces and systematically evaluates specific solutions | hypothetico-deductive reasoning |
| assumption that everyone else shares one's thoughts, feelings, and concerns | adolescent egocentrism |
| integrate thinking, emotion, and behavior into teaching and learning to develop skills to be aware of themselves and others, learn to manage their own and others' emotions and behavior, make responsible decisions, and build positive relationships | social and emotional learning (SEL) |
Created by:
alumesi