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43 Cards in this Set

  • Front
  • Back
adaptation
the tendency to respond to the demands of the ENVIRONMENT in ways that meet one's goals
organization
the tendency to INTEGRATE particular observations into coherent knowledge
assimilation
- PIAGET's theory.
- the process by which people TRANSLATE incoming information into a form they can UNDERSTAND

assimilation - accomodation - equilibration
accomodation
- PIAGET''s theory.
- the process by which people ADAPT current knowledge structures in response to new experiences

assimilation - accomodation - equilibration
equilibration
the process by which children BALANCE assimilation and accomodation to create stable understanding.

assimilation - accomodation - equilibration
sensorymotor stage
- PIAGET's 1st stage of cog dev.
(~2 yrs) infants know the world through their immediate SENSES and ACTIONS.
- LACK OBJECT PERMANENCE, A-NOT-B ERROR, DEFERRED IMITATION

SENSORYMOTOR - preoperational - concrete operational - formal operational
preoperational stage
- PIAGET's 2nd stage of cog dev.
(2~7 yrs) toddlers and young children internally represent the world through LANGUAGE and MENTAL IMAGERY (SYMBOLIC REPRESENTATION).
- EGOCENTRIC, but they also begin to take other's perspectives.
- CENTRATION: does not have CONSERVATION CONCEPT

sensorymotor - PREOPERATIONAL - concrete operational - formal operational
concrete operational stage
- PIAGET's 3rd stage of cog dev.
(7~12 yrs) Ability to think LOGICALLY (but limited to concrete situations).
- classify objects into COHERENT CATEGORIES; understand the influence of MULTIPLE FACTORS.

sensorymotor - preoperational - CONCRETE OPERATIONAL - formal operational
formal operational stage
- PIAGET's 4th stage of cog dev.
(12 yrs~) ABSTRACT and HYPOTHETICAL reasoning; explore ALTERNATIVES.

sensorymotor - preoperational - concrete operational - FORMAL OPERATIONAL
object permanence
- the knowledge that objects CONTINUE TO EXIST even when they are OUT OF VIEW.
- Piaget says that infants lack this until SENSORYMOTOR substage 4 (8-12 months): OUT OF SIGHT, OUT OF MIND
A-Not-B error
- the tendency to reach where objects have been found BEFORE, rather than where they were last hidden
- characteristic of Piaget's SENSORYMOTOR substage 4 (8-12 months)
deferred imitation
- the REPETITION of other's behavior a SUBSTANTIAL TIME AFTER it originally occurred.
- Piaget's SENSORYMOTOR substage 6 (18-24 months)
egocentrism
- the tendency to perceive the world solely from one's OWN point of view.
- characteristic of Piaget's PREOPERATIONAL stage.
centration
- the tendency to focus on a SINGLE, perceptually striking feature of an object or event.
- e.g. focus on height on liquid quality question
- characteristic of Piaget's PREOPERATIONAL stage.
conservation concept
the idea that merely changing the APPEARANCE of object does NOT change their key PROPERTIES.
Piaget's legacy
++: broad overview of development; plausible, attractive perspective on child's nature

- -: 1. overstatement of the CONSISTENCY of children's thinking
2. UNDERESTIMATION of infants and young children's cognitive competence
3. vague regarding cognitive MECHANISMS
4. understatement of the contribution of SOCIAL WORLD
task analysis
- information-processing theory.
- identify GOALS, OBSTACLES (info in envir) and STRATEGIES
sensory memory
- BRIEF RETENTION of sensations
- capacity constant over development
long-term memory
- ENDURING MEMORY.
- unlimited capacity, time
working (short-term) memory
- bring sensory and long-term memory TOGETHER, ATTEND TO, and PROCESS.
encoding
- the process of representing memory information that draws ATTENTION or is considered IMPORTANT
- frequent information is encoded automatically
- w/age, speed of processing increases
rehearsal
- a memory and learning strategy of repeating information OVER AND OVER to aid memory

cf. selective attention
selective attention
- a memory and learning strategy of INTENTIONALLY FOCUSING on the information that is most RELEVANT to the goal.

cf. rehearsal
utilization deficiency
the phenomenon that INITIAL use of strategies DO NOT IMPROVE memory as much as later uses
autobiographical memory
explicit memories of events that took place at specific times and places in an individual's PERSONAL PAST.
infantile amnesia
the INABILITY most adults to REMEMBER anything of their lives before the age of 3 years and little more before the age of 5 years
overlapping-waves theory
- information-processing theory
- children use a VARIETY of approaches to solve problems
dynamic-systems theories
an information-processing approach that emphasizes how VARIED aspects of the child function as a single, integrated WHOLE. (perception, motor activity, attention, language, memory, emotion..)
planning
- begin by 1st year
++: helps solve BROADER range of problems
- -: difficult to plan, due to their difficulty in inhibiting the desire to solve the problem IMMEDIATELY
analogical reasoning
- begin by 1st birthday
- drawing analogies to familiar ones
- requires ignoring SUPERFICIAL dissimilarities and focusing on underlying PARALLEL relations
core-knowledge theories
approaches that emphasize the SOPHISTICATION of infants' and young children's thinking in areas that have been important throughout human EVOLUTIONARY history.
e.g. deception in 3-year-olds
domain specific
core-knowledge theorists assume that human understanding is domain-specific, that is, limited to a PARTICULAR, such as living things or people
informal theories
- core-knowledge theory.
- intuitive organization of domain specific understandings
- e.g. physics (objects and space), psychology (people), and biology (plants and animals)
- product of our EVOLUTIONARY past.
personification
GENERALIZING knowledge about PEOPLE to infer properties of other ANIMALS
sociocultural theories
- approaches that emphasize the contribution of children's development of OTHER PEOPLE and the surrounding CULTURE.
- Vygotsky
guided participation
- sociocultural theory.
- a process in which MORE KNOWLEDGEABLE individuals organize activities that allow less knowledgeable person to learn.
cultural tools
- sociocultural theory.
- the innumerable products of human ingenuity that enhance thinking
e.g. symbol system,s artifacts, skills, values, etc.
private speech
children develop their self-regulation and problem-solving abilities by TELLING THEMSELVES what to do, much as their parents did.

Vygotsky's internalization process: children's behavior controlled by other's statements --> self-control by private speech --> internalized private speech
intersubjectivity
the MUTUAL UNDERSTANDING that people share during communication
joint attention
a process in which social partners intentionally FOCUS on a COMMON REFERENT in the external environment
- underlies human capacity to teach and to learn from teaching
social referencing
the tendency to LOOK TO SOCIAL PARTNERS for guidance about how to respond to UNFAMILIAR or THREATENING events
social scaffolding
a process by which MORE COMPETENT people provide a TEMPORARY FRAMEWORK that supports children's thinking at a HIGHER LEVEL than children could manage on their own
zone of proximal development (ZPD)
the range of performance between what children can do UNSUPPORTED and what they can do with OPTIMAL SUPPORT.