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15 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Animism |
Children believing that non-living objects have lifelike qualities. |
Preoperational, ages 2-4 imaginary friends Example: When it begins to rain, a child might exclaim, "The sky is pouring water on me." |
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Casual Reasoning "Casuality" |
Cannot think logically about cause and effect. Children believe that their thoughts can cause actions whether or not the experiences have a causal relationship |
Example: A child is unkind toward her baby cousin, and shortly thereafter, the baby accidentally hurt. the child believes that somehow she caused the accident for having "bad thoughts" about the baby |
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Centration |
The tendency for a child to focus on only one piece of information at a time while disregarding all others (preoperational). |
Example: A child is playing outside on a swing when his mother decides to bring him in for a nap. The child becomes upset because all he can focus on is riding the swing |
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Egocentrism |
Until about age five (Ryan), young children cannot differentiate between their own perspectives and feelings, and someoneelse's (preoperational) |
Example: While speaking on the phone with her father, a child says, "See my new shoes." |
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Equilibrium |
Development is motivated by the search for a stable balance toward effective adaptations. Three phases: 1) children begin in a state of balance 2) thought changed and conflict emerges 3) through the process of assimilation and accommodation, a more sophiscated mode of thought surfaces. |
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Irreversibility |
Children make errors in their thinking because they cannot understand that an operation moves in more than one direction. They cannot understand that the original state can be recovered (preoperational). The opposite of irreversibility is reversibility, which is the ability of children to mentally return to a situation or operation just like it was in the beginning. |
Example: if Emma plays with a ball of clay, she believes that the clay must always be in this same form to remain the same amount. When a classmate plays with the clay and gives it back as a long, narrow piece, Emma thinks she's getting back less. |
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Metacognition |
A child's awareness of knowing about one's own knowledge. Metacognition helps children plan their own problem-solving strategies (concrete operations) |
Example: A child who is thinking about thinking. Another important term is metamemory, which is knowing about memory |
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Object permanence |
Recognition that objects and events continue to exist even when they are not visible. This recognition ability begins with the child is about 8 months old (sensorimotor) |
Example: in the absence of object permanence, an infant will not search for the object been the object is hidden "out-of- sight, out-of-mind" |
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Reasoning Hypothetical – deductive reasoning |
Formulating a specific hypothesis from any given general theory (formal operations). this is the ability to form ideas about "what might be. "This is done by mentally forming a logical and systematic plan to work out the right solution after considering all the possible consequences. |
Example: Tommy makes a general observation that short students are not selected for those school basketball team. Since Tommy is short, he deduces that he would not be selected. |
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Reason Inductive reasoning |
Drawing conclusions from specific examples to make a general conclusion, even when the conclusion is not accurate (concrete operations). |
Example: all of the balls on the school playground are round. By developing a mental schema, a child may reason inductively that all balls are round. This would be an inaccurate conclusion because of football is not round |
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Reasoning Transductive Reasoning |
Children mentally connect specific experiences, whether or not there's a logical causal relationship(preoperational). |
Example: Bill was mean to his little sister. The sister got sick. Bill reason that he made his sister sick. Child believes his thought will cause something to happen |
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Schemes "Schemas" |
Schemes are the way children mentally represent and organize the world. Children form mental representations of perceptions, ideas, or actions to help them understand experiences. Schemes can be very specific, or they can be elaborate. |
Example: while sitting in the highchair, an infant repeatedly Drop a plastic cup onto the floor while thinking,if I drop my cup, someone will pick it up." This action help the infant understand that this schema has a cause and affect relationship |
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Seriation |
This is the child's ability to arrange objects in logical progression (concrete operations). |
Example: a child arranges sticks in order from smallest to largest |
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Symbolic function substage |
The tile uses words and images (symbols) to form mental representations to remember objects without the objects being physically present. |
Example: A child's dog is lost, so the child scribbles a picture of the dog; or the child pretend that a stuffed animal is the missing dog |
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Transitive inference |
The ability to draw conclusions about a relationship between two objects by knowing the relationship to a third object ( concrete operations). If A equals B and B equals C, then A and C are equal |
Example: if you know that Danielle is taller than Anthony, and Anthony is taller than Maria, then Danielle must be taller than Maria |
