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Human Growth/Dev ch5
chapter 5 terms from "lifespan development" textbook
| Question | Answer |
|---|---|
| changes in existing ways of thinking that occur in response to encounters with new stimuli or events | Accommodation |
| he point reached by young adults by which intelligence is applied to specific situations involving the attainment of long term goals regarding careers, family, and societal contributions. | achieving stage |
| according to schaie, the first stage of cognitive development, encompassing all of childhood and adolescense, in which the main developmental task is to aquire information | acquisitive stage |
| the process in which people understand an experience in terms of their current stage of cognitive development and way of thinking | assimilation |
| the process of concentrating on one limited aspect of a stimulus and ignoring other aspects. | centration |
| the knowledge that quantity is unrelated to the arrangement and physical appearance of objects. | conservation |
| an act in which a person who is no longer present is imitated by children who have witnessed a similar act | deferred imitation |
| thinking that does not take into account the viewpoints of others. | egocentric thought |
| the period in middle adulthood when people take a broader prespective than earlier, including concerns about the world | executive stage |
| behavior in which several schemes are combined and coordinated to generate a single act to solve a problem | goal-directed behavior |
| thinking that reflects preschoolers' use of primitive reasoning and their avid acquistion of knowlege about the world | intuitive thought |
| an internal image of a past event or object | mental representation |
| the realization that people and objects exists even when they can not be seen | object permanence |
| organized, formal, logical, mental processes | operations- |
| thinking that ackowledges that adult predicaments must sometimes be solved in relativistic terms | post-formal thought |
| according to Piaget, the stage from approximately age 2 – 7 in which children's use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases. | pre-operational stage |
| the period of late adulthood, during which the focus is on tasks that have personal meaning | reintegrative stage |
| the stage where the major concerns of middle aged adults relate to their personal situations including protecting and nourishing their spouses, families and careers. | responsible stage |
| the support for learning and problem solving that encourages independance and growth | scaffolding |
| an organized pattern of sensorimotor functioning | scheme |
| Piagets initial major stage of cognitive development, which can be broken down in to 6 substages | sensorimotor stage (of cognitive development) |
| the ability to use a mental symbol, a word, or an object to stand for or represent something that is not physically present. | symbolic function |
| speech in which words not critical to the message are left out | telegraphic speech |
| the process in which one state is changed into another | transformation |
| according to Vygotsky, the level at which a child can almost, but not fully, perform a task independantly, but can do so with the assistance of someone more competent. | zone of proximal development (ZPD) |
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