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21 Cards in this Set
- Front
- Back
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cognition
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mental activities such as attention, memory, and problem solving
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major theoretical positions on cognition
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piaget
vygotsky |
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piaget
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development results from maturational factors and environmental experiences
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piaget's 4 theories of cognitive development
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sensorimotor
preoperational concrete operational formal operational |
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sensorimotor
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infants coordinate their sensory inputs and motor capabilities, forming behavioral schemes that permit them to "act on" and to get to "know" their environment
Thought is based primarily in action Means-end behavior, separation of self from external environment, object permanence, deferred imitation |
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preoperational
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Thought becomes symbolic in form
Egocentrism Inability to apply logic to solve conservation problems Symbolic function (the child’s ability to use a symbol, an object, or a word to stand for something) |
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concrete operational
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Capable of performing mental actions, called operations
Stimuli are physically present Decline in egocentrism Able to seriate Horizontal decalage |
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formal operational
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Thought is abstract and hypothetical (logical and abstract)
Hypothetico-deductive reasoning (systematic and complete approaches to problem-solving) Idealism (able to understand abstract concepts such as love and justice) Imaginary audience (believe others are evaluating them as much as they are evaluating self) |
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piaget's contributions
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Set the foundation for cognitive development
Recognized child’s active role in development Worked to explain development, not just describe Provided good foundation for notion of development of intelligence Practical implications that educators can use His research stimulated tons of other research and theories to be developed |
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piaget's criticisms
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Many cognitive attainments occur at earlier ages than Piaget suggested
Cognitive development does not seem to show stage-like qualities Did not seem to appreciate individual differences as much Alternative accounts can be given for some aspects of cognitive development Didn’t pay attention to social and cultural influences |
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vygotsky's perspective
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sociocultural
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vygotsky's major ideas
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Cognitive growth IN CONTEXT with has an influence
Cannot be separated from culture – NOT UNIVERSAL Skills evolve from social interactions We have the basic mental functions, but how we think and interpret our surroundings is affected by the demands of values of our culture |
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genetic epistemology
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the experimental study of the origin of knowledge
(Piaget) |
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Piaget's definition of intelligence
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a basic life function that helps the organism adapt to its environment
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cognitive equilibrium
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term for the state of affairs in which there is a balanced, or harmonious, relationship between one's thought processes and the environment
Piaget |
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genetic epistemoloy
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the experimental study of the origin of knowledge
Piaget |
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schemes
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unobservable mental systems that underlie intelligence
representations of reality piaget |
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organization
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the process by which children combine existing schemes into new and more complex intellectual schemes
piaget |
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adaptation
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the process of adjusting to the demands of the environment
piaget |
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assimilation
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the process by which children try to interpret new experiences in terms of their existing models of the world, the schemes they already possess
piaget |
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accommodation
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the process of modifying existing structures in order to account for new experiences
piaget |
