Developmental Psych Piaget

Front 1

Adaptation

Back 1

The tendency to respond to the demands of the environment to meet one’s goals

Front 2

Organization

Back 2

The tendency to integrate particular observations into coherent knowledge

Front 3

Assimilation

Back 3

The process by which people translate incoming information into a form they can understand

Front 4

Accommodation

Back 4

The process by which people adapt current knowledge structures in response to new experiences

Front 5

Equilibration

Back 5

The process by which people balance assimilation and accommodation to create stable understanding

Front 6

Continuity/Discontinuity

Back 6

Continual process of equilibration

Front 7

egocitrism

Back 7

the tendency to view the world solely from ones own point of view


Substage 6

Front 8

Weaknesses of Piaget’s theory

Back 8

The stage model depicts children’s thinking as being more consistent than it is

Infants and young children are more cognitively competent than Piaget recognized

Piaget’s theory understates the contribution of the social world to cognitive development

Piaget’s theory is vague about the cognitive processes that give rise to children’s thinking and about the mechanisms that produce cognitive growth

Front 9

Social referencing

Back 9

tendency to look to social partners for guidance about how to respond to unfamiliar or threatening events

Front 10

Social scaffolding

Back 10

more competent people provide a temp framework that supports childrens thinking at a higher level then children could manage on their own.

Front 11

Joint attention

Back 11

a process in which social partners intentionally focus on a common referent in the external environment

Front 12

guided participation

Back 12

a process in which more knowledfeable indibiduals organize activities in ways that allow less knowledge able people to learn.

Front 13

Sensori-motor stage

Back 13

Infants know the world through their senses and through their actions. For example, they learn what dogs look like and what petting them feels like.

Birth to 2 years

Front 14

Preopera-tional stage

Back 14

Toddlers and young children acquire the ability to internally represent the world through language and mental imagery. They also begin to be able to see the world from other people’s perspectives, not just from their own.
2-7

Front 15

Concrete Operational

Back 15

Children become able to think logically, not just intuitively. They now can classify objects into coherent categories and understand that events are often influenced by multiple factors, not just one.

Front 16

Sensorimotor Substage 1

Back 16

Modification of Reflexes Infants begin to modify the reflexes with which they are born to make them more adaptive.

Front 17

Sensorimotor Substage 2

Back 17

Primary Circular Reactions Infants begin to organize separate reflexes into larger behaviors, most of which are centered on their own bodies.

Front 18

Sensorimotor Substage 3

Back 18

Secondary Circular Reactions Infants becoming increasingly interested in the world around them. Repetition of actions that bring pleasurable or interesting results. By the end of this substage, object permanence, the knowledge that objects continue to exist even when they are out of view, typically emerges.

Front 19

Sensorimotor Substage 4

Back 19

During this substage, children make the A-Not-B error, the tendency to reach to where objects have been found before, rather than to where they were last hidden.

Front 20

Sensorimotor Substage 5

Back 20

Little Scientist Toddlers begin to actively and avidly explore the potential uses to which objects can be put.

Front 21

Sensorimotor Substage 6

Back 21

Infants become able to form enduring mental representations. The first sign of this capacity is deferred imitation, the repetition of other people’s behavior a substantial time after it occurred.

Front 22

Formal Operational stage

Back 22

Adolescents can think systematically and reason about what might be as well as what is. This allows them to understand politics, ethics, and science fiction, as well as to engage in scientific reasoning.

Front 23

deferred imitation

Back 23

deferred imitation, the repetition of other people’s behavior a substantial time after it occurred.

Front 24

object permanence

Back 24

object permanence, the knowledge that objects continue to exist even when they are out of view, typically emerges.

Front 25

A-Not-B error

Back 25

A-Not-B error, the tendency to reach to where objects have been found before, rather than to where they were last hidden.

Front 26

symbolic representation

Back 26

the use of one object to stand for another
Preoperational Stage

Front 27

centration

Back 27

Preoperational Stage
the tendecy to focus on a single, perceptually striking feature of an object or event

Front 28

conservation concept

Back 28

Preoperational Stage
the idea tht merely changing the appearnce of objects does not chnge their key properies

Front 29

4 weaknesses of piaget

Back 29

-the stage model depicts children's thinking as being more consistent then it actuslly is
-infants & young children one more competent than what piaget gave them credit for.
-theory understates the contribution of the social world
-theory is vague about the cognitive processes that give rise to children's thinking & about the mechanisms that produce cognitive growth