Ppr Review

Front 1

Piaget’s Theory of Cognitive Development

Back 1

Jean Piaget, a Swiss psychologist, developed a theory of how cognition develops and changes over time. Piaget proposed that a child’s intellect progresses through four stages: 1. Sensorimotor (birth to 2 years) 2. Preoperational (2 to 7 years) 3. Concrete operational (7 to 11 years) 4. Formal operational (11 years to adulthood) Children learn through active interaction and manipulation of the environment. The stage the child is in determines how they see the world. Piaget believed all students pass through the stages in order and cannot skip any stage.

Front 2

Schemes

Back 2

Mental patterns that guide behavior; cognitive structures that help children process and organize information to make sense of the environment

Front 3

Sensorimotor Stage

Back 3

The earliest stage (birth to 2 years) of cognitive development during which infants learn about the environment by using their senses and motor skills. Children develop “object permanence” and progress from reflexive behavior to goal-directed behavior

Front 4

Object Permanence

Back 4

The fact that objects are physically stable and exist even when the objects are not in the child’s physical presence. This enables the child to start using symbols to represent things in their minds so they can think about them.

Front 5

Preoperational Stage

Back 5

The second stage (2 to 7 years) of cognitive development in which children learn to represent things in their mind. During this stage students develop the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered.

Front 6

Conservation

Back 6

The concept that certain properties of an object remain the same regardless of changes in other properties.

Front 7

Centration

Back 7

Paying attention to only one aspect of an object or situation; what is commonly called tunnel vision.

Front 8

Concrete Operational Stage

Back 8

The third stage (7 to 11 years) of cognitive development in which children develop the capacity for logical reasoning and understanding of conservation but can use the skills only in dealing with familiar situations. New abilities include operations that are reversible. Thinking is decentered, allowing them to understand that others may have different perceptions, and problem solving is less restricted by egocentrism. Abstract thinking is not possible.

Front 9

Inferred Reality

Back 9

The ability to understand stimuli in the context of relevant information. Preschoolers see what they see with little ability to infer the meaning behind what they see. Students in the concrete operational stage respond to inferred reality and see things in the context of other meanings.

Front 10

Transivity

Back 10

A skill learned during the concrete operational stage in which children can mentally arrange and compare objects. Transitivity is the ability to infer a relationship between two objects on the basis of knowledge of their respective relationships with a third object. (If a>b and b>c, then a>c)

Front 11

Vygotsky’s Theory of Cognitive Development

Back 11

Lev Vygotsky, a Russian psychologist, developed a theory of cognitive development based on two key ideas. He proposed children understand the world based on social interactions within their culture and the sign systems that represent ideas. These systems include symbols used to think, solve problems, and communicate. Vygotsky’s theory highlights the socio-cultural nature of learning.

Front 12

Self-regulation

Back 12

According to Vygotsky’s theory, self-regulation is the ability to think and solve problems without the help of others. Learning is a social process and learning occurs when self-regulation is achieved.

Front 13

Erikson’s Theory of Psychosocial Development

Back 13

Trained by Freud as a psychoanalyst, Erikson proposed people pass through eight psychosocial stages of development. A psychosocial crisis is resolved at each stage.

Front 14

Piaget’s Theory of Moral Development

Back 14

Part of Piaget’s Theory of Cognitive Development addresses children’s moral reasoning. Piaget proposed that as children’s thinking becomes more advanced their understanding of moral problems deepens. 1. Heteronomous Morality (based on rules and consequences) 2. Autonomous Morality (based on mutual respect and recognition)

Front 15

Heteronomous Morality

Back 15

According to Piaget’s theory of moral development, the younger stage when children think rules are unchangeable and that breaking rules leads to punishment.