A theory that discusses how we change the way we act simply through maturity.

We change the way we act according to what we've learned from others.

Our development as our thinking processes mature.

Thinking processes coincide with other factors.

Social development involves other people, and moral development is about how we make decisions about what is right or wrong.

Social development involves personality, and moral development is about how we make decisions about what is right or wrong.

Binet noticed how people recognized the same material repeatedly and he developed a theory as to how this works.

Piaget noticed how people of the same age tended to make the same mistakes and he developed a theory as to how this happens.

Schema/schemata is a mental structure of preconceived ideas gathered over time. It changes due to assimilation or through accommodation.

Schema/schemata is a sort of knowledge that predates our maturity levels. It changes due to assimilating new information or through accommodating new information.

It means that the information changes to what we believed before.

It means using an existing schema to deal with a new object or situation.

It means that the existing schema does not work and needs to be changed to deal with a new object or situation.

It means disposing of schema.

When we think in more complex ways that contradict our schema.

It is the force that drives the learning process, and when a child's schemas can deal with most new information through assimilation.

The continual process of adapting to the environment.

The continual process of accessing information and adding it into a schema.

Utility is defined as that which we naturally gravitate toward due to it's relevant use to us. Reality is considered a constructive process, something that's developed.

Utility is defined as that which always has use, and reality is considered a constructive process, something that's developed.

Stages are theories of development--the sensorimotor stage, the preoperational stage, the concrete operational thought, the formal operational thought.

Stages are theories of development--the sensorimotor stage, the preoppositional stage, the construct operational thought, and the formulated operational thought.

It is when a child learns through their sensibilities and engage in egocentric thought--the inability to see things from another's perspective. Must involve object permanence.

It is when a child learns through experience, direct sensory experience where children engage in egocentric thought--the inability to see things from another's perspective. Must involve object permanence.

Thinking is egocentric and young children can think of things symbollically.

Thinking is somewhat egocentric and young children can think of things symbolically,

A child's ability to think back through their thinking process. It marks the beginning of formal operational thought--the ability to work things through in their head.

A child's inability to think through a past process. It marks the beginning of formal operational thought.

The stage where we stop thinking about abstract concepts.

The stage where we can engage in problem solving and hypothetical thougt.

Social learning comes before development. Development can be manipulated by the child's environment and their development is greatly influenced by input from others.

Social learning comes after development. Development can be part of the child's environment and their development is influenced mostly through exposure to adults.

Development comes before learning.

Learning comes before development.

Development comes before learning.

Learning comes before development, like social learning.

Piaget

Vygotsky

Piaget

Vygotsky

Skills too advanced for a group to master, but can be accomplished over time.

Skills too difficult for a child to master on her own, but can be accomplished with guidance and encouragement from another.

Trust v. mistrust, autonomy v. shame, initiative v. guilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, ego integrity v. despair.

Trust v. distrust, equality v. shame, initiative v. guilt, imbalance v. inferiority, identity v. role confusion, intimacy v. isolation, ego integriy v. despair.

It is non-linear.

Crises are cumulative and there can be back and forth between stages.

Rules must be followed, that there is a 'right' and 'wrong'.

Rules are generally followed.

One who looks into intent and extenuating circumstances.

One who relates to others.

The main event is focused on.

The main idea is focused on.

One who can recall certain features of an event.

One who can entertain multiple features of an event.

Social influences are minimal because we mature and we are either moral realists or moral relativists.

Morality does not depend on the circumstances.

Preconventional morality. Punishment or obedience where we learn what is right or wrong depending on how others respond to us.

Preconceptual morality. Punishment or defiance where we learn what is right and what can be argued against.

Stage of the instrumental relativist, which defines correct behavior by whatever takes responsibility away from one. Conventional moral thinking consists of whatever gives one praise. The law and order stage, where one does not look to others and follows rules.

Stage of the instrumental relativist, which defines correct behavior by whatever gets the person what they want. Conventional moral thinking consists of whatever gives one praise. The law and order stage, where one does not look to others and follows rules.

Stage of the social contract, where one recognizes certain responsibilities of the group where one understands motive and intent. Stage six involves a universal, ethical principle, where certain principles transcend others outside of self-interest.

Stage of the social construct, where one recognizes certain responsibilities of the group where one understands motive and intent. Stage six involves a universal, ethical principle, where certain principles transcend others outside of self-interest.

something that changes you, encouragement, the result of a deficit.

something that drives you, encouragement, result of a deficit.

Differences in achievement can be explained by differences in intelligence.

Differences in achievement can be explained by differences in ability.

For any behavior, there is an low level of arousal. What is optimal is situational.

For any behavior, there is an optimal level of arousal. What is optimal is situational.

We do things because reinforced activities give a sense of responsibility.

We do things because the task itself is reinforcing to do so.

Extrinsic motivation consists of an internal reward. Intrinsic motivation is an external reward.

Extrinsic motivation consists of an external reward. Intrinsic motivation is a reward in and of itself.