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27 Cards in this Set
- Front
- Back
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EPISTEMOLOGY
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problem of the relation between the person and the objects of his experience
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GENETIC EPISTEMOLOGY
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knowledge a process, not a state...is constructed by person and thus changes as cognitive system develops
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MENTAL EMBRYOLOGY
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cognitive growth embryological: organized structure becomes more differentiated over time
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STRUCTURALISM
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cf Levi-Strauss & Saussure
looking at organizational properties of the topic small set of mental actions underlying wide variety of thinking episodes |
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SCHEME (SCHEMA)
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infant's cognitive structure; an organized pattern of behavior, reflecting a particular way of interacting with the environment
that which is repeatable & generalizable in action |
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STAGE
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period of time in which child's thinking and behavior in a variety of situations tend to reflect a particular type of underlying mental structure
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SENSORIMOTOR - STAGE I
Modification of Reflexes |
- Birth to 1 month
behavior that began as reflexes is strengthened, generalized, & differentiated into schema |
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SENSORIMOTOR - STAGE 2
Primary Circular Reactions |
1-4 months
behavior that occurs by chance but is repeated deliberately and becomes a habit - primary because refers to own body |
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SENSORIMOTOR STAGE 3
Secondary Circular Reactions |
4-8 months
oriented to external world "procedures for making interesting sights last" |
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Motor Recognition
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a reduced, effortless version of a secondary circular reaction that has become a habit
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SENSORIMOTOR STAGE 4
Coordination of Secondary Schemes |
8-12 months
intentional combining of schemes to produce a specific goal includes a differentiation of means and end applied to new situations |
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SENSORIMOTOR STAGE 5
Tertiary Circular Reactions |
12-18 months
cf. scientist in lab "the discovery of new means through active experimentation" |
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SENSORIMOTOR STAGE 6
Invention of New Means Through Mental Combinations |
18-24 months
end of sensorimotor, beginning of pre-operational overt thought becomes covert mental symbols represent objects and events |
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OVERVIEW OF SENSORIMOTOR PERIOD
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1. learns about objects and relations among them
2. cognitive structures more tightly organized 3. behavior more intentional 4. self differentiated from environment |
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OBJECT PERMANENCE
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understanding that an object continues to exist even when it cannot be seen, heard or felt
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PREOPERATIONAL PERIOD
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2-7 years
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CHARACTERISTICS OF PREOPERATIONAL PERIOD
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1. Egocentrism
2. Rigidity of Thought 3. Semilogical Reasoning 4. Limited social cognition |
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SEMIOTIC FUNCTION
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ability to use one object or event to stand in for another
begins in preoperationsl period |
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SIGNIFIERS
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Symbols: have some similarity to that which they stand for
Signs: are arbitrarily related to what they stand for |
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REPRESENTATIONAL THOUGHT
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as opposed to sensorimotor thought
can deal with past, present, future at once can recombine parts to create new reality |
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SENSORIMOTOR INTELLIGENCE
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like a film in which all frames are seen in succession, but without fusion into contextual whole
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EGOCENTRISM
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*the incomplete differentiation of self and world
*tendency to perceive, understand & interpret world in terms of self *egocentric speech, a collective monologue *no sense of point of view of others |
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RIGIDITY OF THOUGHT
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*centration: focus on one feature while ignoring all others
*focus on states rather than transformations linking states *lack of reversibility |
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SEMILOGICAL REASONING
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linking of thoughts in a loose way
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LIMITED SOCIAL COGNITION
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extention of his theory to social objects and events
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THE GREAT THAW
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end of preoperational period when cognitive skills of function, regulation, identity come into being
function: relationship between factors regulation: partially decentered mental act identity: idea that object can change its appearance without changing its basic nature |
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CONCRETE OPERATIONAL PERIOD
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7-11 years
9 groupings |
