Ch. 6 Cognitive Development: John Piaget And Vygotsky

Front 1

An organized set of memories, thoughts, or strategies used to understand the environment and react, can be mental, problem solving, and physical (largely for infants)

Back 1

Schemes

Front 2

Combining simple schemes into more complex ones

Back 2

Organization

Front 3

Tendency to adjust our schemes to environmental demands, new experiences

Back 3

Adaptation

Front 4

Type of adaptation in which existing schemes are used to understand new info, stimulus, or experience

Ex: 4 legs,moves around, tail = must be a dog!

Back 4

Assimilation

Front 5

Type of adaptation in which schemes are adjusted or created to understand new info, stimulus, or experience.

- Takes cues from environment and recognize existing scheme does not fit new info

Back 5

Accommodation

Front 6

Last from birth to 2 years, period of most dramatic achievement, purely reflexive behavior, beginnings of goal directed behavior and symbolic thought, building blocks for language acquisition and problem solving

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Sensorimotor Period

Front 7

0 to 1 month, grasping and sucking, allows infants to provide stimulation, "exercising"

Back 7

Sensorimotor Substage: Reflex activity

Front 8

1 to 4 months, repetitive behaviors that center on the child's own body, repeat actions that are pleasant/pleasurable, often start out as "accidents"

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Sensorimotor Substage: Primary Circular Reactions

Front 9

4 to 8 months, repetitive behaviors focused on other objects, infants are able to combine multiple simple schemes into more complex schemes, no intentionality

Back 9

Sensorimotor Substage: Secondary Circular Reactions

Front 10

8 to 12 months, intentionality, infant combines multiple complex schemes to achieve goals.

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Sensorimotor Substage: Coordination of Secondary Schemes

Front 11

Infant plans goal directed behavior

Back 11

Intentionality

Front 12

12 to 28 months, experimentation that leads to knowledge about objects, trial and error approach, curiosity + intentionality

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Sensorimotor Substage: Tertiary Circular Reactions

Front 13

18 to 24 months, beginnings of symbolic thought (mental representation), drawing, fantasy or pretend play, deferred imitation, facilitates problem solving

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Sensorimotor Substage: Internalization of Schemes

Front 14

People and objects exist independently of our own interactions with them, knowing that an object or person exists even though we cannot see, hear, or touch it

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Object Permanence

Front 15

2 to 7 years, child develops symbolic function (ability to use symbols to represent objects or events), no "operations" yet, no ability to perform actions mentally only physically

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Preoperational period

Front 16

2 to 4 years, animistic thinking, egocentrism

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Preoperational substage: Symbolic Function

Front 17

believing nonliving things have living abilities

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Animistic thinking

Front 18

Inability to take any person's perspective over your own, cannot think outside your own terms

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Egocentrism

Front 19

4 to 7 years, children get correct answer but cannot explain why , kids do not have perspective on their thinking, centration

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Preoperational substage: Intuitive Stage

Front 20

Ignoring important parts of a problem and focus on one central part that may be misleading, leads to bad problem solving

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Centration

Front 21

7 to 11 years, logical reasoning about specific, concrete objects or events, can perform mental operations, reversibility, conservation, decrease in centration and egocentrism

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Concrete Operational stage

Front 22

Mental operation that allows for big changes in reasoning. Ability to mentally undo an action, think back to what something looked like before it was transformed.

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Reversibility

Front 23

Ability of understanding that changing an objects appearance does not change it's basic properties

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Conservation

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11 to adolescence, development of abstract thoughts, idealistic thinking, greater flexibility in thinking and problem solving, mental hypothesis testing (test hypotheses mentally before acting them out physically)

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Formal Operational stage

Front 25

The belief that you are always being watched or judged

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Adolescent egocentrism: Imaginary audience

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Stories we tell ourselves about our own uniqueness

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Adolescent egocentrism: Personal fable

Front 27

Not Piaget's stage, created by researchers, young adults, thinking that is relativistic and context driven, search for truth is an ongoing process, emotions affect thinking

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Fifth Stage- Postformal Development

Front 28

Inborn features such as attention , memory , and perceptual abilities

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Vygotsky: Elementary mental functions

Front 29

Voluntary attention, logical and abstract thinking

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Vygotsky: Higher mental functions

Front 30

What tasks a person can do with help but could not do alone

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Zone of Proximal Development

Front 31

Vygotsky believed...

Back 31

Child's interaction with society and culture causes transition and development, cannot learn about cognition or development through assessment

Front 32

Determining the zone of proximal development, parent or teacher adjusts level of assistance to meet the development level of the child, parent or teacher reduces the amount of help over time and the child can eventually learn independently, supportive social interaction

Back 32

Scaffolding

Front 33

Self directed dialogue the child uses to direct problem solving, internalized thoughts at age 7 or 8, aids in problem solving, regulates strategy use, younger children say this dialogue aloud

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Private speech (egocentric speech)

Front 34

Piaget believed...

Back 34

Children are active participants in their own development, constantly adapting to meet the demands of the environment