Term
| Three types of Psychological theories |
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Definition
- Romanticism- Maturationism
- Cultural Transmission- Behaviorism
- Progressivism- Cognitive Development
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Term
| Romanticism- Maturationism |
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Definition
the course of development is innate; experience and environment can aid in the development but what is inside the child is the most important as the main contributor in development |
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Term
| Cultural Transmission- Behaviorism |
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Definition
| child has little to do with his/her own development and children can only learn through direct instruction |
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Term
| Progressivism- Cognitive Development |
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Definition
| both maturation and the environment are critical in development |
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Term
| Scaffolding Strategies to use with your students |
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Definition
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Term
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Definition
| part of the overall process by which an organism adapts to the environment and organizes experience |
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Term
| Four basic cognitive concepts |
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Definition
Schema, assimilation, accommodation, and equilibration |
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Term
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Definition
Cognitive or mental structures by which individuals intellectually adapt to or organize the environment (viewed as processes within the nervous system) and intellectual structures that organize events as they are perceived and classified into groups according to common characteristics |
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Term
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Definition
The cognitive process by which a person integrates new perceptual, motor, or conceptual matter into existing schemata or patterns of behavior |
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Definition
Sometimes a stimulus cannot be assimilated because there are no schemata into which it readily fits (characteristics of the stimulus do not approximate those required in any of the child’s available schemata) |
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Definition
| the self-regulatory mechanism that ensures the developing child’s efficient interaction with the environment |
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Definition
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Term
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Definition
| the characteristics of intellectual activity |
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Term
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Definition
| Organizational properties that explain the occurrence of particular behavior |
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Term
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Definition
| involves the ability of an individual to be aware of his surrounding through the senses |
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Definition
| comes from abstract ideas |
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Term
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Definition
Physical properties of objects and events |
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Term
Logical-Mathematical: Invention |
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Definition
Constructed from thinking about experiences with objects and events
Child invents logical-mathematical knowledge; it is not inherent in objects
Constructed from the actions of the child on objects
Objects are only a ‘medium’ for the construction to occur
The nature of the objects is not critical; only that there are groups of objects to manipulate.
Constructed from actions on objects (not just reading, writing, and/or listening) |
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Term
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Definition
Cultural or social groups come to agree on
Rules, laws, morals, values, ethics, language, etc.
Constructed from their actions on (interactions with ) other people |
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Term
| Four stages of Development |
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Definition
Sensorimotor Intelligence (birth-2 years)
Pre-operational Thought (2-7 years)
Concrete Operations (7-11 years)
Formal Operations (11-15 years) |
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Term
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Definition
Maturation and Heredity
Heredity plays a role in cognitive development
Maturation indicates whether or not the construction of specific structures is possible at a specific stage
Active Experience
Provoke assimilation and accommodation, resulting in cognitive change (change in schemata)
Social Interaction
Interchange of ideas among people
Equilibration
In construction, a child goes through much trial and error and many regulations that involve self-regulation
Self-regulations are the very nature of equilibration |
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Term
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Definition
Includes
Feelings, interests, tendencies, values, and emotions
Piaget believed affect develops (much like cognition)
Has a profound influence on intellectual development and can slow down or speed up the rate of development
No pure cognitive behavior and no pure affective behavior
Think of the child that ‘loves’ math; he/she progresses rapidly compared to the child that ‘hates’ math
Cognitive behavior is always influenced by affect |
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Term
| Characteristics of Sensorimotor Stage |
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Definition
Mental development is a process that begins the day an infant is born (possibly sooner)
No internal thinking or representing objects in his/her mind
Sensory and motor behaviors occur which is instrumental in further development
By the age of 2, the child has a much larger and more sophisticated array of cognitive and affective schemata
The evolution that occurs is primarily a function of the child’s sensorimotor actions on the environment (resulting in ongoing assimilation and accommodation) |
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Term
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Definition
| The process that begins the day an infant is born |
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Term
| Substages of the Sensorimotor Stages |
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Definition
Reflex activity (0-1 month)
First differentiations (1-4 months)
Reproduction of interesting events (4-8 months)
Coordination of schemata (8-12 months)
The invention of new means (12-18 months)
Representation(18-24 months) |
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Term
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Definition
the ability to form a mental representation (i.e., a schema) of the object; a child's understanding that objects continue to exist even though they cannot be seen or heard |
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Term
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Definition
| the delayed repetition of a behavior at a later time than when it actually occurred |
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Term
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Definition
| this is the theorist that is primarily interested in how knowledge is formed and constructed |
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Term
| Characteristics of Concrete Operations |
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Definition
| Reasoning becomes logical; Can apply thought processes (operations) to concrete problems while making reasoning based decisions, more social/ less egocentric; look at another's viewpoint |
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Term
| Characteristics of preoperational thought |
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Definition
Egocentricism- Everyone thinking the same as me and this thought is unintentional
Transformational reading- Being aware of the relationship between events
Centration- Assimilate only limited aspects of an event
Reversibility- ability to follow a line of reasoning back to where it started |
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Term
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Definition
| The ability to use symbols to represent or stand for perceived objects and events. |
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Term
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Definition
conceptualization that the amount or quantity of a matter stays the same regardless of any changes in an irrelevant dimension |
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Term
| Level of conservation ability |
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Definition
| a measure of the logical-mathematical structure a child has developed |
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Term
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Definition
Children in the formal operational stage approached
the task systematically, testing one variable (such as varying the
length of the string, the weight of the pendulum, the height from
which the pendulum is released, and the force with which the
pendulum is pushed) at a time to see its effect. However, younger
children typically tried out these variations randomly or changed two
things at the same time. |
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Term
| Hypothetical- deductive reasoning |
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Definition
reasoning that involves deducing conclusions from premises which are hypotheses rather than from facts that the subject has actually verified; starts out with a general statement, or hypothesis, and examines the possibilities to reach a specific, logical
conclusion |
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Term
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Definition
| interrelationships among actions |
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