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26 Cards in this Set
- Front
- Back
adaptation
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the tendency to respond to the demands of the ENVIRONMENT in ways that meet one's goals
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organization
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the tendency to INTEGRATE particular observations into coherent knowledge
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assimilation
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- PIAGET's theory.
- the process by which people TRANSLATE incoming information into a form they can UNDERSTAND assimilation - accomodation - equilibration |
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accomodation
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- PIAGET''s theory.
- the process by which people ADAPT current knowledge structures in response to new experiences assimilation - accomodation - equilibration |
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equilibration
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the process by which children BALANCE assimilation and accomodation to create stable understanding.
assimilation - accomodation - equilibration |
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sensorymotor stage
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- PIAGET's 1st stage of cog dev.
(~2 yrs) infants know the world through their immediate SENSES and ACTIONS. - LACK OBJECT PERMANENCE, A-NOT-B ERROR, DEFERRED IMITATION SENSORYMOTOR - preoperational - concrete operational - formal operational |
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preoperational stage
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- PIAGET's 2nd stage of cog dev.
(2~7 yrs) toddlers and young children internally represent the world through LANGUAGE and MENTAL IMAGERY (SYMBOLIC REPRESENTATION). - EGOCENTRIC, but they also begin to take other's perspectives. - CENTRATION: does not have CONSERVATION CONCEPT sensorymotor - PREOPERATIONAL - concrete operational - formal operational |
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concrete operational stage
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- PIAGET's 3rd stage of cog dev.
(7~12 yrs) Ability to think LOGICALLY (but limited to concrete situations). - classify objects into COHERENT CATEGORIES; understand the influence of MULTIPLE FACTORS. sensorymotor - preoperational - CONCRETE OPERATIONAL - formal operational |
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formal operational stage
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- PIAGET's 4th stage of cog dev.
(12 yrs~) ABSTRACT and HYPOTHETICAL reasoning; explore ALTERNATIVES. sensorymotor - preoperational - concrete operational - FORMAL OPERATIONAL |
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object permanence
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- the knowledge that objects CONTINUE TO EXIST even when they are OUT OF VIEW.
- Piaget says that infants lack this until SENSORYMOTOR substage 4 (8-12 months): OUT OF SIGHT, OUT OF MIND |
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A-Not-B error
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- the tendency to reach where objects have been found BEFORE, rather than where they were last hidden
- characteristic of Piaget's SENSORYMOTOR substage 4 (8-12 months) |
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deferred imitation
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- the REPETITION of other's behavior a SUBSTANTIAL TIME AFTER it originally occurred.
- Piaget's SENSORYMOTOR substage 6 (18-24 months) |
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egocentrism
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- the tendency to perceive the world solely from one's OWN point of view.
- characteristic of Piaget's PREOPERATIONAL stage. |
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centration
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- the tendency to focus on a SINGLE, perceptually striking feature of an object or event.
- e.g. focus on height on liquid quality question - characteristic of Piaget's PREOPERATIONAL stage. |
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conservation concept
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the idea that merely changing the APPEARANCE of object does NOT change their key PROPERTIES.
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Piaget's legacy
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++: broad overview of development; plausible, attractive perspective on child's nature
- -: 1. overstatement of the CONSISTENCY of children's thinking 2. UNDERESTIMATION of infants and young children's cognitive competence 3. vague regarding cognitive MECHANISMS 4. understatement of the contribution of SOCIAL WORLD |
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task analysis
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- information-processing theory.
- identify GOALS, OBSTACLES (info in envir) and STRATEGIES |
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dynamic-systems theories
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an information-processing approach that emphasizes how VARIED aspects of the child function as a single, integrated WHOLE. (perception, motor activity, attention, language, memory, emotion..)
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core-knowledge theories
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approaches that emphasize the SOPHISTICATION of infants' and young children's thinking in areas that have been important throughout human EVOLUTIONARY history.
e.g. deception in 3-year-olds |
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domain specific
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core-knowledge theorists assume that human understanding is domain-specific, that is, limited to a PARTICULAR, such as living things or people
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sociocultural theories
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- approaches that emphasize the contribution of children's development of OTHER PEOPLE and the surrounding CULTURE.
- Vygotsky |
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intersubjectivity
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the MUTUAL UNDERSTANDING that people share during communication
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joint attention
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a process in which social partners intentionally FOCUS on a COMMON REFERENT in the external environment
- underlies human capacity to teach and to learn from teaching |
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social referencing
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the tendency to LOOK TO SOCIAL PARTNERS for guidance about how to respond to UNFAMILIAR or THREATENING events
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social scaffolding
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a process by which MORE COMPETENT people provide a TEMPORARY FRAMEWORK that supports children's thinking at a HIGHER LEVEL than children could manage on their own
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zone of proximal development (ZPD)
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the range of performance between what children can do UNSUPPORTED and what they can do with OPTIMAL SUPPORT.
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