Piaget
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| show | Leader in cognitive development. Worked with Alfred Binet in intelligence tests and became interested in cognitive development of children.
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| How did Piaget begin his research? | show 🗑
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| show | From his observations, Piaget was able to establish his own terminology and theories of how "normal" children develop cognitively. Believed that children are constantly "adapting" to their environment through the demands put on them
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| show | A concept or mental framework that organizes and interprets information in the world
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| show | A cognitive state of mind that comes from harmony between a child's environment and present schema
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| show | A cognitive state of mind caused when new information contradicts current schemas
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| When children encounter disequilibrium, what are their two choices? | show 🗑
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| show | Interpreting one's new experience in terms of one's existing schema
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| show | Adapting one's current schemas to incorporate new information
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| Equilibration | show 🗑
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| According to Piaget, how do children develop? | show 🗑
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| What are Piaget's proposed stages of cognitive development? | show 🗑
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| show | This stage is primarily focused on learning different outcomes through the senses and then learning the ways to increase the frequency of desirable outcomes
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| show | Object Permanence and sense of self
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| show | Broken into two substages: Symbolic Function and Intuitive thought
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| The Symbolic Function Substage (2-4) | show 🗑
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| Intuitive Though Substage (4-7) | show 🗑
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| show | The ability to better understand the properties of shapes and objects
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| show | Child can reason logically about concrete events, understand the concept of conservation, organizes objects into hierarchical classes (classification) and places objects in ordered series (seriation)
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| show | The ability to think about your thinking
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| Formal Operational Stage (11-15) | show 🗑
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| show | Focus on the ideal and hypothetical, easy recognition of logic problems, move towards hypothetical-deductive reasoning
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| show | A heightened sense of self-consciousness
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| show | perception of being the constant center of attention
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| show | Perception of being unique and invincible
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| Who was Ley Vygotsky? | show 🗑
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| show | Cognitive development occurs through gradual and continual growth, not quick shifts. Instead of being in different developmental stages, we progress in a way that creates varied levels of capability to learning new concepts
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| Zone of Proximal Development | show 🗑
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| show | The process of teaching slightly above the current level of cognitive development in order to help the learner better understand a cognitive concept
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