Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
20 Cards in this Set
- Front
- Back
|
SECONDARY SCHEMA
|
• 8 to 12 mths
• Crawling and creeping begins • Trial-and-error exploration. • Can predict potential occurrences beyond their immediate activity. This is the onset of intellectual reasoning. Ex: as a baby rolls a ball away, they expect it to be rolled back to them. |
|
|
EXERCISE OF REFLEXES
|
• Birth – 1 mths
• By accident or reflex, a baby may find its mouth. As a result of modifying the reflex, the infant may learn to find the mouth and suck his thumb. |
|
|
PRIMARY CIRCULAR REACTIONS
|
• 1 to 4 mths
• Now the infant makes conscious efforts to repeat desired acts. |
|
|
SECONDARY CIRCULAR REACTIONS
|
• 4 to 8 mths
• More enduring behavior intended to make an event lasting. • Persistent shaking of a rattle or banging of a toy • Imitation is a major characteristic of this stage. • Still no sense of permanence. And if imitating, source of imitation has to be immediately present. |
|
|
TERTIARY CIRCULAR REACTIONS
|
• 12 to 18 mths
• Discovery of new ways to get desired results through active experimentation. • The discover of an object and the use of an object are separate entities. o A baby knows that a ball can be played with. And even if it is not played with now, it can still be played with later. • People become important in this stage. o Distinguishing the self from others facilitates the development of the ability to create action through others. This is critical in developing socially. |
|
|
INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS
|
• 18 to 24 mths
• Metamorphosis from active involvement to reflection. • The most important characteristic of this sub-stage is the ability to consider the self and an object in the past, present and future. • Children can now recall an event without physically reenacting what happened. • They can also ponder alternatives and predict potential outcomes. |
|
|
SUMMARY OF THE MAJOR DEVELOPMENTS IN THE SENSORIMOTOR STAGE.
|
Increasing awareness of the difference b/t self and others.
Recognizing that objects continue to exist even if not seen. Production of mental images allowing contemplation of the past, present and future |
|
|
ACCOMMODATION
|
adjusting past experiences to new ones
|
|
|
ASSIMILATION
|
using past knowledge to interpret new experiences
|
|
|
CRITICISMS OF PIAGET
|
o Lacked scientific evidence.
o There could have been bias since he was observing his own children. o There was a significant portion of the lifespan unobserved. o Underestimated children (hidden competencies) o Did not discern between competency and performance. If a child did not do well it was because he was not competent. There was no account for emotional state. o Too little emphasis on motivation and emotions. o Stages were too broad. o Did not clearly explain development. He did not explain how intellectual changes evolve. |
|
|
4 DOMAINS OF HUMAN DEVELOPMENT
|
o Cognitive
o Affective o Physical o Motor |
|
|
SIX STAGES OF SENSORIMOTOR
|
EXERCISE OF RELFEX
PRIMARY CIRCULAR REACTIONS SECONDARY CIRCULAR REACTIONS SECONDARY SCHEMATA TERTIARY CIRCULAR REACTIONS INVENTION OF NEW MEANS THRU MENTAL COMBINATIONS |
|
|
CONSERVATION
|
The child is unable to realize that characteristics remain the same even though the appearance changes. Ex: a ball of dough is squished. The child may believe the ball has more dough.
|
|
|
SERIATION
|
Ability to arrange a set of variables by a certain characteristic.
|
|
|
WAIS
|
WESCHELER ADULT INTELLIGENCE SCALE: A SCALE THAT MEASURES 11 COMPONENTS OF INTELLECTUAL ABILITY: 6 VERBAL ABILITY AND 5 PERFORMANCE ABILITY
|
|
|
CONTEXTUAL PERSPECTIVE
|
THE IDEA THAT LEARNING AND MEMORY DEPEND ON FACTORS LIKE CULTURE
|
|
|
IMPLICIT MEMORY
|
UNINTENTIONAL
|
|
|
EXPLICITY MEMORY
|
DELIBERATE
|
|
|
DECLARATIVE KNOWLEDGE
|
CAN BE VIEWED AS FACTUAL INFORMATION
|
|
|
PROCEDURAL KNOWLEDGE
|
CAN BE VIEWED AS HOW TO DO SOMETHING
|
