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Piaget's Theory of Cognitive Development
Normative (focused on similarities between children); Qualitative change (discontinuous-individual is fundamentally different than they were before); Stage theory (invariant sequence); Interaction of nature and nurture; Assimilation-Accommodation TERM 2
Piagetian
Tasks
DEFINITION 2 -Conservation; -Class inclusion; -Seriation; -Transitivity; - Perspective Taking; -Qualitative Identity TERM 3
Conservation
DEFINITION 3 The recognition that the properties of an object or substance do not change when its appearance is altered in some superficial way. TERM 4
Class Inclusion
DEFINITION 4 A measure of the child's mastery of the structure of hierarchical classification TERM 5
Seriation
DEFINITION 5 A cognitive operation that allows one to mentally order a set of stimuli along a quantifiable dimension such as height or weight
Transitivity
The ability to recognize relations among elements in a serial order (e.g., if A>B and B>C, then A>C); Trabasso- preoperational children probably have better understanding of transitive relations than Piaget gave them credit for, but they still have difficultly grasping the logical necessity of transitivity TERM 7
Perspective Taking
DEFINITION 7 Piaget's task to test the ability of a child to take the perspective of another; preoperational children are egocentric and cannot; three mountain task TERM 8
Qualitative Identity
DEFINITION 8 The ability to understand the objects share properties TERM 9
Formal-Operational Reasoning
DEFINITION 9 Piaget's fourth and final stage of cognitive development, from age 11 or 12 and beyond, when the individual begins to think more rationally and systematically about abstract concepts and hypothetical events; hypothetico-deductive reasoning; inductive reasoning; imaginary audience TERM 10
Hypothetico-Deductive Reasoning
DEFINITION 10 In Piaget's theory, a formal operational ability to think hypothetically
Reflex Activity
first substage of Piaget's sensorimotor stage, from 0- month; infants' actions are confined to exercising innate reflexes, assimilating new objects into these reflexive schemes, and accommodating their reflexes to these novel objects TERM 17
Primary Circular Reactions (1-
months)
DEFINITION 17 second substage of Piaget's sensorimotor stage; a pleasurable response, centered on the infant's own body, that is discovered by chance and performed over and over TERM 18
Secondary Circular Reactions (4-8 Months)
DEFINITION 18 third substage of Piaget's sensorimotor stage; a pleasurable response, centered on an external object, that is discovered by chance and performed over and over TERM 19
Coordination of Secondary Schemes (8-
months)
DEFINITION 19 fourth substage of Piaget's sensorimotor stage; infants begin to coordinate two or more actions to achieve simple objectives. This is the first sign of goal-directed behavior. TERM 20
Tertiary Circular Reactions (12-
months)
DEFINITION 20 fifth substage of Piaget's sensorimotor stage; an exploratory scheme in which the infant devises a new method of acting on objects to reproduce interesting results
Inner Experimentation (18-
months)
in the sixth substage of Piaget's sensorimotor stage, the ability to solve simple problems on a mental, or symbolic, level without having to rely on trial-and-error experimentation TERM 22
Scheme
DEFINITION 22 An organized pattern of thought or action that one constructs to interpret some aspect of ones experience (also called cognitive structure) TERM 23
A-Not-B Error
DEFINITION 23 tendency of 8- to 12-month-olds to search for a hidden object where they previously found it even after they have seen it moved to new location TERM 24
Deferred
Imitation
DEFINITION 24 The ability to reproduce a modeled activity that has been witnessed at some point in the past. TERM 25
Object Permanence
DEFINITION 25 The realization that objects continue to exist when they are no longer visible or detectable through the other senses
Theory of Mind (TOM)
preoperational; a person's concepts of mental activity; used to refer to how children conceptualize mental activity and how they attribute intention to and predict the behavior of others TERM 32
Appearance/Reality Distinction
DEFINITION 32 ability to keep the true properties or characteristics of an object in mind despite the deceptive appearance the object has assumed; notably lacking among young children during the preconceptual period TERM 33
Centration (Centered Thinking)/Perception-
Bound Thinking
DEFINITION 33 in Piaget's theory, the tendency of preoperational children to attend to one aspect of a situation to the exclusion of others; contrast with decentration; preoperational-children make judgments based on perceptual appearances and focus on a single aspect of a situation when seeking answers to a problem; concrete-operational-ignore misleading appearances and focus on more than one aspect of a situation when seeking answers to a problem (decentration) TERM 34
Belief-Desire Reasoning
DEFINITION 34 preoperational; the process whereby we explain and predict what people do based on what we understand their desires and beliefs to be TERM 35
False-Belief Task
DEFINITION 35 preoperational; a type of task used in theory-of-mind studies, in which the child must infer that another person does not possess knowledge that he or she possesses (i.e., that the other person holds a belief that is false)
Identity
Training
preoperational; an attempt to promote conservation by teaching nonconservers to recognize that a transformed object or substance is the same object or substance, regardless of its new appearance TERM 37
Animism
DEFINITION 37 attributing life and lifelike qualities to inanimate objects; preoperational-likely to occur; concrete-operational-do not attribute lifelik qualities to inanimates TERM 38
Causality
DEFINITION 38 Preoperational-Limited awareness; occasionally display transductive reasoning, assuming that one of two correlated events must have caused the other; concrete-operational- much better appreciation (although continues to develop into adolescence and beyond) TERM 39
Reversibility
DEFINITION 39 the ability to reverse, or negate, an action by mentally performing the opposite action (negation); preoperational-children cannot mentally undo an action they have witnessed; cannot think back to the way an object or situation was before the object or situation changed; concrete-operational-cildren can mentally negate changes they have witnessed to make before/after comparisons and consider how changes have altered the situation TERM 40
Performance on Piagetian tests of logical
reasoning
DEFINITION 40 preoperational-egocentrism and perception-bound, centered reasoning means that children often fail conservation tasks, have difficulty grouping objects into hierarchies of classes and subclasses, and display little ability to order objects mentally along such quantitative dimensions as height or length; concrete-operational-declining egocentrism and acquisition of reversible cognitive operations permit concrete-cooperational children to conserver, correctly classify objects on several dimensions, and mentally order objects on quantitative dimensions. conclusions are now based on logic (they things must necessarily be) rather than on the way they appear to be
Does everyone reach formal operations?
Piaget believed transition from concrete-operational to formal- operational happened gradually. Believed most people show at least some signs of this highest level of intellect by ages 15 to 18. Other investigators find adolescents are much slower to acquire; sizable percentage of american adults do not often reason at formal level, some cultures where no one solves piaget's problems-edith neimark (1979); piaget suggested later that nearly all adults are capable of formal reasoning only on problems that hold their interest TERM 47
How do we measure theory of mind?
DEFINITION 47 development of executive functions such as inhibition and social factors such as interacting with siblings TERM 48
What are the tasks used to measure theory of
mind?
DEFINITION 48 false-belief tasks TERM 49
Piaget's points for cognitive change
DEFINITION 49 interactionist (nature & nurture); action (own action on the world); constructivist; assimilation readiness; intrinsic motivation (disequilibrium); logical-mathematical experience TERM 50
constructivist
DEFINITION 50 one who gains knowledge by acting or otherwise operating on objects and events to discover their properties
assimilation
the process of interpreting new experiences by incorporating them into existing schemes TERM 52
disequilibriums
DEFINITION 52 imbalances or contradictions between one's thought processes and environmental events. equilibrium=a balanced, harmonious relationship between one's cognitive structures and the environment TERM 53
logical-mathematical intelligence
DEFINITION 53 ability to operate on and to perceive relationships in abstract symbol systems and to think logically and systematically in evaluating one's ideas; gardner's multiple intelligence theory TERM 54
Sociocultural Theory
DEFINITION 54 Vygotsky's perspective on cognitive development, in which children acquire their culture's values, beliefs, and problem- solving strategies through collaborative dialogues with more knowledgeable members of society TERM 55
ontogenetic development
DEFINITION 55 development of the individual over his or her lifetime
zone of proximal development
vygotsky's term for the range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner TERM 62
scaffolding
DEFINITION 62 process by which an expert, when instructing a novice, responds contingently to the novice's behavior in a learning situation, so that the novice gradually increases his or her understanding of a problem TERM 63
guided participation
DEFINITION 63 adult-child interactions in which children's cognitions and modes of thinking are shaped as they participate with or observe adults engaged in culturally relevant activities TERM 64
According to Vygotsky, role of language?
DEFINITION 64 may play a critical role in development by making children more organized and efficient problem solvers (private speech); cognitive self guidance system TERM 65
Private speech
DEFINITION 65 vygotsky's term for the subset of a child's verbal utterances that serve a self-communicative function and guide the child's thinking
egocentric speech
piaget's term for the subset of a young child's utterances that are nonsocial-that is, neihter directed to others nor expressed in ways that listeners might understand TERM 67
contributions of Piaget's theory?
DEFINITION 67
- founded cognitive development, interest in chidlren's thinking ensured this field would be "developmental" and not merely apply to children the ideas and methods from study of adult thinking; 2. convinced us that children are curious, active explorers who play an important role in their own development; 3. one of the first to try to explain and not just describe the process of development; 4. description of broad sequences of intellectual development provides reasonably accurate overview of how children of different ages think; 5. ideas have had a major influence on thinking about social and emotional development as well as practical implications for educators; 6. asked important questions and drew thousands of researchers to the study of cognitive development TERM 68
challenges to piaget's theory?
DEFINITION 68
- failed to distinguish competence from performance; 2. does cognitive development really occur in stages?; 3. does piaget explain cognitive development?; 4. piaget devoted too little attention to social and cultural influences; overall limitations: neo-nativism and theory theories TERM 69
neo-nativism
DEFINITION 69 the idea that much cognitive knowledge, such as object concept, is innate, requiring little in the way of specific experiences to be expressed, and that there are biological constraints, in that the mind/brrain is designed to process certain types of information in certain ways TERM 70
theory theories
DEFINITION 70 theories of cognitive development that combine neo-nativism and constructivism, proposing that cognitive development progresses by children generating, testing, and changing theories about the physical and social world
accommodation
the process of modifying existing schemes in order to incorporate or adapt to new experiences TERM 77
cognitive equilibrium
DEFINITION 77 piaget's term for the state of affairs in which there is a balanced, or harmonious, relationship between one's thought processes and the environment TERM 78
cognition
DEFINITION 78 the activity of knowing and the processes through which knowledge is acquired
