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EDUC 255S
Chapter 2 - Cognitive and Language Development
| Question | Answer |
|---|---|
| Development | how people grow, adapt, and change over the course of their lifetimes |
| Continuous Theories of Development | assume that development occurs in a smooth progression as skills develop and experiences are provided |
| Discontinuous Theories of Development | focus on hereditary factors rather than environmental influences to explain change overtime |
| Cognitive Development | proposes that a child intellect/cognitive abilitie progress through four distinct changes (Piaget) |
| Schemes | patterns of behavior or thinking |
| Adaptation | adjusting schemes in response to the environment |
| Assimilation | process of understanding a new object or event in terms of an existing scheme |
| Accomodation | modification of an existing scheme into new information/experiences |
| Equilibration | process of restoring balance |
| Constructivism | a process in which children actively build systems of meaning and understandings of reality |
| Sensorimotor Stage (Birth-2) | babies explore the world by using their senses and motor skills |
| Object Permanence | learning that objects are physically stable and exist even when not in your presence |
| Preoperational Stage (2-7) | use of symbols to represent objects, language and concept development |
| Centration | paying attention to only one aspect of a situation |
| Reversibility | the ability to change direction in one's thinking to return to a starting point |
| Concrete Operational Stage (7-11) | form concepts, see relationships, solve problems |
| Inferred Reality | seeing things in the context of other meanings |
| Seriation | arranging things in a logical progression |
| Transitivity | the ability to infer a relationship between two objects |
| Formal Operational Stage (11-Adult) | ability to deal with potential or hypothetical situations |
| Developmentally Appropriate Education | an education with environments, curriculum, materials, and instruction suitable for students |
| Sign Systems | the symbols that cultures create to help people think, communicate, and solve problems |
| Self-Regulation | ability to think and solve problems alone |
| Scaffolding | the assistance provided by more competent peers or adults |
| Cognitice Apprenticeship | describes the entire process of modeling, coaching, scaffolding, and evaluation |
| Phonemic Awareness | the ability to recognize sounds withing the words they hear |
| Phonics | the ability to connect sounds to written symbols and form them into words |
| Comprehension | unlocking the meaning of text |
| Fluency | the speed at which students can decode and comprehend text |
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