Piaget
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| Who was Jean Piaget? | 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? | Began research by observing the development of his children: Lauren, Lucienne, and Jacqueling
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| What did Piaget conclude? | 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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| Schema | A concept or mental framework that organizes and interprets information in the world
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| Equilibrium | A cognitive state of mind that comes from harmony between a child's environment and present schema
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| Disequilibrium | 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? | Assimilation or accomodation
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| Assimilation | Interpreting one's new experience in terms of one's existing schema
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| Accomodation | Adapting one's current schemas to incorporate new information
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| Equilibration | Shifting from one frame of mind to the next
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| According to Piaget, how do children develop? | In a consistent matter that causes them to start noticing different cognitive schema conflicts in a similar pattern & when they reach a certain stage, they recognize numerous conflicts w/ their current schema
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| What are Piaget's proposed stages of cognitive development? | Sensorimotor, Preoperational, Concrete Operational, Formal Operational, Formal Operational
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| The Sensorimotor Stage (0-2) | 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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| What are cognitive challenges that may appear in the sensorimotor stage? | Object Permanence and sense of self
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| Preoperational Stage (2-7) | Broken into two substages: Symbolic Function and Intuitive thought
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| The Symbolic Function Substage (2-4) | Overcoming egocentrism, learning pretend play, overcoming animism
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| Intuitive Though Substage (4-7) | Learning symbolism such as vocabulary and asking "why"
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| Conservation | The ability to better understand the properties of shapes and objects
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| The Concrete Operational Stage (7-11) | 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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| Metacognition | The ability to think about your thinking
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| Formal Operational Stage (11-15) | Abstract reasoning and adolescent egocentrism
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| Abstract Reasoning | Focus on the ideal and hypothetical, easy recognition of logic problems, move towards hypothetical-deductive reasoning
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| Adolescent Egocentrism | A heightened sense of self-consciousness
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| Imaginary Audience | perception of being the constant center of attention
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| Personal Fable | Perception of being unique and invincible
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| Who was Ley Vygotsky? | Researched the ideas of cognitive development that were described by Piaget. Agreed with the notion that a developmental process in cognitive skills does take place. Argued against Piaget's idea that this cognitive development is set & cant be accelerated
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| What are Vygotsky's theories of development? | 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 | Areas where a learned can accomplish a cognitive task with guidance
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| Scaffolding | 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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