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Texes PPR
| Question | Answer |
|---|---|
| four stages, sensorimotor, pre operational, concrete operational, and formal operational. He proposed that a child's intellect progresses through each stage | Piaget'sTheory of Cognitive Development |
| 1st stage; when an infant experiences the world through movement and senses, begins to act intentionally, and shows evidence of understanding of object permanence | Piaget's Stages: Sensorimotor (0-2 years) |
| 2nd stage; theory of cognitive development, children learn to use language, children think literally and egocentrically here and are unable to take on perspective of others | Piaget's Stages: Pre Operational Stage (age 2-7) |
| 3rd stage; cognitive development, during which children gain the mental operations that enable them to think logically about concrete event | Piaget's Stages: Concrete Operational Stage ( 6-11 years) |
| 4th stage: cognitive development, during which people begin to think logically about abstract concepts | Piaget's Stages: Formal Operational Stage (12- up) |
| children learn through active interaction and manipulation of the environment | How does Piaget think kids learn? |
| stage the child is in determines how they see the world. Piaget believed that all students pass through the stages in order and cannot skip any stage | What do Piaget's stages mean? |
| mental patterns that guide behavior; cognitive structures that help children process and organize information to make sense of the environment | Schemes |
| understanding new experiences in terms of existing schemes | Assimilation |
| adapting our current understandings (schemas) to incorporate new information | Accommodation |
| process of adjusting schemes in response to the environment through assimilation or accommodation, according to Piaget, this is how learning occurs | Adaptation |
| restoring balance between present understanding and new experiences, learning depends on this process so it is important for teachers to confront students with new experiences or data to advance their cognitive developement | Equilibration |
| imbalance between what a child understands and what the child encounters through new experiences | Disequilibrium |
| fact that objects are physically stable and exist even when the objects are not in the child's physical presence. Enables the child to start using symbols to represent things in their minds so they can think about them | Object permanence |
| believing that everyone sees the world as you do | Egocentric |
| concept that certain properties of an object remain the same regardless of changes in other properties | Conservation |
| paying attention to only one aspect of an object or situation; what is commonly called tunnel vision | Centration |
| ability to perform a mental operation and then reverse thinking to return to the starting point | Reversibility |
| ability to think simultaneously about a whole class of objects and about relationships among subordinate classes; a framework for thinking | Class inclusion |
| ability to understand stimuli in the context of relevant information. Preschoolers see with little ability to infer the meaning of what they see. concrete operational stage respond to inferred reality and see things in context of other meanings | Inferred reality |
| arranging objects in sequential order according to one aspect. Seriation involves arranging things in a logical progression | Seriation |
| skill learned during the concrete operational stage in which children can mentally arrange and compare objects | Transivity |
| mental transformation requires reversible thinking | Inversion |
Created by:
miramason
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