When infants begin using primitive symbols, they are in the _____

Piaget (1954) said that as the child seeks to construct an understanding of the world, the developing brain creates _______. These are actions or mental representations that organize knowledge.

In Piaget’s theory, behavioral schemes (physical activities) characterize ________, and mental schemes (cognitive activities) develop in ______

________ occurs when children incorporate new information into their existing schemes.

________ occurs when children adjust their schemes to fit new information and experiences.

To make sense out of their world, said Piaget, children cognitively _________ their experiences. ________ in Piaget’s theory is the grouping of isolated behaviors and thoughts into a higher-order system.

________ is a mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive conflict, or _________, in trying to under-stand the world.

Equilibration; disquilibrium

______ argued that there is considerable movement between states of cognitive equilibrium and disequilibrium as assimilation and accommodation work in concert to produce cognitive change.

For Piaget, the motivation for change is an internal search for ___________

The ________ lasts from birth to about 2 years of age. In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hear-ing) with physical, motoric actions (piaget)

Piaget divided the sensorimotor stage into six substage, whcih are::

(1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes

A ________ is a scheme based on a reflex that has become completely separated from its eliciting stimulus.

A ______ ______ is a repetitive action

A _____ ______ ______ is a scheme based on the attempt to reproduce an event that initially occurred by chance. For example, suppose an infant accidentally sucks his fingers when they are placed near his mouth. Later, he searches for his fingers to suck them again, but the fingers do not cooperate because the infant cannot coordinate visual and manual actions.

Primary circular reaction

______ ______ _______ is the third sensorimotor substage, which develops between 4 and 8 months of age. In this substage, the infant becomes more object-oriented, mov-ing beyond preoccupation with the self.

Secondary circular reactions

________ __ ______ ______ _______ is Piaget’s fourth sensorimotor substage, which develops between 8 and 12 months of age. To progress into this substage, the infant must coordinate vision and touch, hand and eye. Actions become more out-wardly directed. Significant changes during this substage involve the coordination of schemes and intentionality. Infants readily combine and recombine previously learned schemes in a coordinated way.

Coordination of secondary circular reactions

______ ______ ______, ______ and ______ is Piaget’s fifth sensorimotor substage, which develops between 12 and 18 months of age. In this substage, infants become intrigued by the many properties of objects and by the many things that they can make happen to objects. A block can be made to fall, spin, hit another object, and slide across the ground.

Tertiary circular reactions, novelty, and curiosity

______ _______ _______ are schemes in which the infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results.

Tertiary circular reactions

________ __ _________ is Piaget’s sixth and final sensorimotor substage, which develops between 18 and 24 months of age. In this substage, the infant develops the ability to use primitive symbols.

Internalization of schemes

For Piaget, a ________ is an internalized sensory image or word that represents an event.

Piagets sensorimotor stages of development occur between what ages?

this occurs when infants make the mistake of selecting the familiar hiding place (A) to locate an object, rather than looking in the new hiding place (B), as they progress into substage 4 in Piaget’s sensorimotor stage

Spelke endorses a ______ ______ ______, which states that infants are born with domain-specific innate knowledge systems. Among these domain-specific knowledge systems are those involving space, number sense, object permanence, and language (which we will discuss later in this chapter)

However, the label preoperational emphasizes that the child does not yet perform __________, which are internalized actions that allow children to do mentally what they could formerly do only physically.

The _______ stage, which lasts from approximately 2 to 7 years of age, is the second Piagetian stage. In this stage, children begin to represent the world with words, images, and drawings. Symbolic thought goes beyond simple connections of sensory information and physical action. Stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed.

Preoperational thought can be divided into substages:

the symbolic function substage and the intuitive thought substage.

The first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to represent mentally an object that is not present

symbolic function substage

________ is the inability to distinguish between one’s own perspective and someone else’s perspective. It is a limitation of preoperational thought

__________, another limitation of preoperational thought, is the belief that inanimate objects have lifelike qualities and are capable of action

What are the four stages, in order, of Piaget's Cognitive Development theory and related ages?

Sensorimotor (birth -2 years), Preoperational (2-7 years), concrete operational (7-11 years), formal operational (11-15 years)

________ ________ is Piaget’s concept that similar abilities do not appear at the same time within a stage of development.

One important skill that characterizes children in the concrete operational stage is _______________. Specifically, concrete operational children can understand (1) the interrelationships among sets and subsets, (2) seriation, and (3) transitivity.

the ability to classify things and to consider their relationships.

________ is the ordering of stimuli along a quantitative dimension (such as length). ie sticks and ask a child to place them in order of length. The concrete operational thinker simultaneously understands that each stick must be longer than the one that precedes it and shorter than the one that follows it

_________ involves the ability to reason about and logically combine relationships. If a relation holds between a first object and a second object, and also holds between the second object and a third object, then it also holds between the first and third objects.

The ________ _________ stage, which appears between 11 and 15 years of age, is the fourth and final Piagetian stage. In this stage, individuals move beyond concrete experiences and think in abstract and more logical ways. As part of thinking more abstractly, adoles-cents develop images of ideal circumstances.

Piaget’s formal operational concept that adolescents have the cognitive ability to develop hypotheses about ways to solve problems and can systematically deduce which is the best path to follow in solving the problem.

hypothetical-deductive reasoning

_________ _______ is the heightened self-consciousness of adolescents, which is reflected in their belief that others are as interested in them as they are themselves, and in their sense of personal uniqueness and invincibility.

The ________ ________ refers to the aspect of adolescent egocentrism that involves feeling one is the center of everyone’s attention and sensing that one is on stage. An adolescent boy might think that others are as aware of a few hairs that are out of place as he is. An adolescent girl walks into her classroom and thinks that all eyes are riveted on her complexion

According to Elkind, the ______ ______ is the part of adolescent egocentrism that involves an adolescent’s sense of personal uniqueness and invincibility. Adolescents’ sense of personal uniqueness makes them feel that no one can understand how they really feel.

what are some criticisms of Piagets theory?

estimates of childrens competence (underestimates), cognitive development might not be as fixed to stages as he thought, some kids can be trained to function at a higher stage than piaget reasoned, culture and education have more influence on cognitive development than he reasoned.

What are some contributions of Piagets theory?

concepts like assimilation, accommodation, object permanence, egocentrism, conservation; Psychologists also owe him for the current vision of children as active, constructive thinkers. And they are indebted to him for creating a theory that generated a huge volume of research on children’s cognitive development; great at observations of children

Like Piaget, Lev Vygotsky (1962) emphasized that children ______ _______ their knowledge and understanding. In Piaget’s theory, children develop ways of thinking and understanding by their actions and interactions with the phys-ical world.

In Vygtosky’s theory, children are more often described as _______ ______than in Piaget’s theory. They develop their ways of thinking and understanding primarily through social interaction

________ __ _______ _________ is Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children. Thus, the lower limit of the ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor

Zone of Proximal Development (ZPD)

Closely linked to the idea of the ZPD is the concept of __________. This means changing the level of support. Over the course of a teaching session, a more-skilled person (a teacher or advanced peer) adjusts the amount of guidance to fit the child’s current performance (Mahn & John-Steiner, 2013). When the student is learning a new task, the skilled person may use direct instruction. As the student’s competence increases, less guid-ance is given.

This use of language for self-regulation is called ______ ______.

After a while, the self-talk becomes second nature to children, and they can act without verbalizing. When this occurs, children have internalized their egocentric speech in the form of _______ _______, which becomes their thoughts

Vygotsky reasoned that children who use a lot of private speech are ______ socially competent than those who don’t.

Name some ways Vygotsky’s theory can be incorporated in classrooms:

Assess the child's ZPD; use the child's ZPD in teaching; use more skilled peers as teachers; monitor and encourage children's use of private speech; place instruction in a meaningful context; transform the classroom with Vygotsky-an ideas.

Vygotsky’s approch is a ______ ______ approach, which emphasizes the social contexts of learning and the construction of knowledge through social interaction

Piaget's approach is a _______ _______ approach

Name some criticisms of Vygotsky's approach

not specific enough regarding age related changes; does not adequately describe how changes in socioemotional capabilities contribute to cognitive development; another criticism is that he overemphasized the role of language in thinking. ; his emphasis on collaboration and guidance has potential pitfalls.

Piagetian concept of the incorporation of new information into existing knowledge.