Chapter 12-Physical And Cognitive Development

Front 1

Psychologists define the cohort effect as:

Back 1

Differences among age groups associated with differences in culture.

Front 2

The internalised actions an individual can use to manipulate, transform, and return an object to its original state are:

Back 2

Operations

Front 3

In recent years, Piaget's theories have come under fire in part because:

Back 3

Infants appear to be more competent than he believed.

Front 4

Vygotsky's sociocultural theory of cognitive development emphasises the role of:

Back 4

Social interaction.

Front 5

The idea that changes in behaviour and body occur as a result of biologically based changes that follow an orderly sequence is referred to as:

Back 5

Maturation.

Front 6

Piaget referred to ........ as the interpretation of actions or events in terms of one's present schemas.

Back 6

Assimilation.

Front 7

The zone of proximal development refers to:

Back 7

The development that reflects a continuum of cognitive development.

Front 8

Researchers comparing a group of people who are 100 years old, to people in their 60's and 80's must be particularly concerned with the possibility that:

Back 8

Some differences among the age groups may actually associated with differences in culture.

Front 9

Most psychologists believe that development, like personality or intelligence reflects the action and mutual influence of genes and the environment. Thus, the most important question concerning nature and nurture is:

Back 9

How much does each contribute?

Front 10

Cross-sectional Studies

Back 10

Compare groups of different aged participants at a single time to see if differences exist.

Front 11

Longitudinal Studies

Back 11

Follow the same individuals over time and thus can directly assess age changes rather than age differences.

Front 12

Sequential Studies.

Back 12

Minimise the confounding variable of cohort by studying multiple cohorts longitudinally.

Front 13

Intermodal Understanding.

Back 13

Babies are capable of this. The ability to associate sensations about an object from different senses and to match their own behaviours they observe visually.

Front 14

Assimilation

Back 14

Interpreting actions or events in terms of ones schemas, fitting reality into ones previous way of thinking.

Front 15

Accommodation

Back 15

Modifying schemas to fit reality.

Front 16

Piaget's Stage Theory: Sensorimotor

Back 16

0-2 years. Thought and action identical as infant explores the world with its senses and behaviours. Object permanence develops, child is egocentric.

Front 17

Piaget's Stage Theory: Preoperational

Back 17

2-7 years. Symbolic thought develops, object permanence established. Cannot co-ordinate different physical attributes or perspectives of an object.

Front 18

Piaget's Stage Theory: Concrete Operational

Back 18

7-12 years. Child able to perform reversible mental operations on representations of objects. Understanding of conservation develops, can apply logic to concrete situations.

Front 19

Piaget's Stage Theory: Formal Operational

Back 19

12+ years. Adolescent/adult can apply logic more abstractly, hypothetical thinking develops.