Chapter 8: Cognitive Development: Piaget And Vygotsky

Front 1

COGNITION:

Back 1

the mental activity through which human beings acquire and process knowledge

Front 2

CONSTRUCTIVIST VIEW:

Back 2

the idea that children actively create their understanding of the world as they enounter new information and have new experiences

Front 3

SCHEMA:

Back 3

an organized unit of knowledge that the child uses to try to understand a situation; forms the basis for organizing the actions to respond to the environment

Front 4

OPERATIONS:

Back 4

schemas based on internal mental activities

Front 5

ADAPTION:

Back 5

adjusting one's thinking to fit with environmental demands

Front 6

ASSIMILATION:

Back 6

applying an existing schema to a new experience

Front 7

ACCOMMODATION:

Back 7

modifying an existing schema to fit a new experience
ex. big red ball-must hold with arms instead of hands and lick instead of eat

Front 8

Stages of Development:

Back 8

comprehensive, qualitative changes over time in the way a child thinks

Front 9

SENSORIMOTOR STAGE

Back 9

Piaget's first stage of cognitive development, during which children change from basic reflexive behavior to the beginnings of symbolic thought and goal-directed behaviors

Front 10

OBJECT PERMANENCE:

Back 10

the notion that entities external to the child, such as objects and people, contiune to exist independent of the child's seeing or interacting with them

Front 11

Basic Reflex Activity

Back 11

Birth - 1 month
an infant's exercise of, and growing proficiency in, the use of innate reflexes
-looks directly in front of

Front 12

Primary Circular Reactions

Back 12

1 - 4 months
behavior's focused on the infant's own body that the infant repeats and modifies b/c they are pleasurable and statisfying

Front 13

Secondary Circular Reactions

Back 13

4-8 months
behaviors focused on objects outside the infant's own body that the infant repeatedly engages in b/c they are pleasureable and satisfying

Front 14

Coordination of Secondary Circular Reactions

Back 14

8-12 months
infant's combination of different schemas to achieve a specific goal
-plan deliberately in order to reach a goal
ex. moving a toy so that the child can reach another toy
-object permanence: A-not-B error

Front 15

Tertiary Circular Reactions

Back 15

12-18 months
behaviors in which infants experiment with the properties of external objects and try to learn how objects respond to various actions
-"little scientist"

Front 16

Inventing New Means by Mental Combination

Back 16

18-24 months
children begin to combine schemas mentally and rely less on physical trial and error
-symbolic thought and deferred imitation

Front 17

SYMBOLIC THOUGHT:

Back 17

the use of mental images and concepts to represent people, objects, and events

Front 18

Deferred Imitation

Back 18

mimicry of an action some time after having observed it; requires that the child have some sort of mental representation of the action

Front 19

PREOPERATIONAL STAGE:

Back 19

the ability to use symbols facilitates the learning of language; semilogical reasoning, egocentricity-in which the child sees the world from her own point of view-and intuitive behavior, in which the child can solve problems using mental operations but cannot explain how she did so

Front 20

SYMBOLIC FUNCTION:

Back 20

the ability to use symbols, such as images, words, and gestures, to represent objects and events in the world

Front 21

Preconceptual Substage

Back 21

first substage of Piaget's preoperational period
-during which the child's thought is characterized by the emergence of symbolic function, the rapid development of language, animistic thinking, and egocentricity

Front 22

ANIMISTIC THINKING:

Back 22

the attribution of life to inanimate objects

Front 23

EGOCENTRISM:

Back 23

tendency to view the world from one's own perspective and to have difficulty seeing things from another's viewpoint

Front 24

Intuitive Substage

Back 24

the second substage of the preoperational stage
-during which the child begins to solve problems by using mental operations but cannot explain how she arrives at the solution
ex. more dogs than animals

Front 25

CONSERVATION:

Back 25

the understanding that altering an object's or a substance's appearance does not change its basic attributes or properties

Front 26

REVERSIBILITY:

Back 26

the understanding that the steps of a procedure or operation can be reversed and that the original state of the object or event can be obtained

Front 27

CENTRATION:

Back 27

focusing one's attention on only one dimension or characteristic of an object or situation

Front 28

CONCRETE OPERATIONS STAGE:

Back 28

stage in which the child is able to reason logically about materials taht are physically present
ex. sorting flowers

Front 29

FORMAL OPERATIONS STAGE:

Back 29

stage in which the child becomes capable of bstract thinking, complex reasoning, and hypothesis testing
ex. blue ppl-red houses

Front 30

Seriation

Back 30

ability to arrange things in a logical progression, such as from oldest to newest.
-problems relating to the appearance-reality problem and to centration

Front 31

Transitive Inference

Back 31

ability to infer relationship b/t two objects by knowing their respecitve relationshipts to a third
-middle childhood

Front 32

Social Inference:

Back 32

reading another person's actions and imagining that person's point of view

Front 33

VYGOTSKY

Back 33

focus on influence of child's social and cultural worlds on cognitive development

Front 34

Competence-performance distinction:

Back 34

there is ofter a difference b/t what children are capable of doing under optimal cicumstances (competence) and how they actually do a particular task (performance)

Front 35

Zone Proximal Development (ZPD):

Back 35

region of sensitivity for learning characterized by the difference b/t the developmental level of which a child is capable when working alone and the level she is capable of reaching with the aid of a more skilled partner
-allows scaffolding and guided participation

Front 36

Cognitive development: transition between:

Back 36

-elementary mental functions
to
-higher mental functions

Front 37

SCAFFOLDING:

Back 37

a changeing quality of support over a teaching session in which adults adjust the assistance they probide to fit the child's current level of performance. When a task is new-they offer direct instructions; when it is familiar-they provide less support

Front 38

GUIDED PARTICIPATION:

Back 38

learning that occurs as children participate in activites of their community and are guided in their participation by the actions of more experienced partners in the setting

Front 39

Intent community participation

Back 39

chilren's participation in the authentic activities of their community with the purpose of learning about the activity

Front 40

Reciprocal instruction

Back 40

a tutoring approach based on the ideas of ZPD and scaffoling

Front 41

Community of learners

Back 41

an approach to classroom learning in which adults and children work together in shared activities, peers learn from each other, and the teacher seves as a guide

Front 42

EGOCENTRIC SPEECH:

Back 42

according to Vygotsky
-a form of self-directed dialogue by which the child instructs herself in solbing problems and formulating plans; as the child matures, this becomes internalized as inner speech

Front 43

Inner Speech:

Back 43

internalized egocentric speech that guides intellectual functioning

Front 44

Vygotsky's Theory created more awareness for:

Back 44

-importance of immediate social contexts and role played by thinking "tools"
-importance of culture and ethnic traditions
-emphasizing microgenetic change