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| Pregunta | Respuesta |
| What is genetic epistemology in Piagetian theory | The experimental study of the origin of knowledge (Epitsem = knowledge, ology = study) |
| What is the clinical method and how did Piaget use it? | A less structured interview based on inviting a response from a child and then investigating further how they managed to do the task at hand |
| What is intelligence, for Piaget? | A basic life function for an organism to adapt to its environment |
| What is a cognitive equilibrium? | An intellectual activity to produce a balanced relationship between thought processes and the environment |
| Why is Piaget's theory considered an 'interactionist' approach? | Mismatches between ones internal mental schemes and external environment stimulate cognitive activity and intellectual growth |
| What does a 'constructionist' child mean? | A child constructs their reality based on interactions with novel objects, and thereby gains understanding of their essential features |
| According to Piaget what is a scheme | A pattern of thought that is an enduring knowledge base by which children interpret their world. They are representations of reality. |
| What are the two processes by which an understanding of the world is formed? | Adaption and organisation |
| What is organisation? | Process by which children combine existing schemes into new and more complex schemes (e.g., visually directed reaching and grasping) |
| What is adaption? | Process of adjusting to the demands of the environment through; assimilation and accomodation |
| Adaption: what is assimilation? | Trying to interpret new experience in terms of existing models of the world or existing schemes. |
| Adaption: what is accomodation? | The modifying of existing structures in order to account for new experiences |
| What are Piaget's 4 stages of cognitive development? | 1) sensory motor 2) preoperational 3) concrete operations 4) formal operations |
| What are the key features of the sensorimotor stage of development (0-2yrs) |
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Table 7.2 (image/png)
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| At 8-24 months an infant can experiment mentally and insight into problem solving. True or false? | True |
| What is Deferred imitation? | the ability to reproduce the behavior of an absent model - Piaget believed this occured at 18-24 months as kids could not mentally represent the absent model in memory |
| What is object permanence? | The idea that objects continue to exist when they are no longer visible or detectable through other senses |
| What is an A-not-B error? | This is where a child who has not developed the concept of object permanence, will look for an object where they found it previously, rather than where they saw it last |
| Jake is 10 months old, his dad moves an attractive toy from in front of Jakes face, slowly across his plain of vision, and hides it under a cloth. Where will Jake look for the toy? | Where he last found it, not where he last saw it. |
| Ricardo is 15 months, his mother moves a toy slowly in front of his eyes and hides it under a cloth. Where will Ricardo look for the toy? | Ricardo will track the toy with his eyes, and when out of sight, he will look where he last saw it, not where it was hidden |
| Lilly is 2 years old her uncle passes a toy across her line of sight and then hides it under a cloth. Where will Lilly look for the toy? | Where it is hidden. |
| What do the Neo-Nativists think about Piaget's sensory motor stage, explain their theory? | Infants are born with substantial knowledge. Something about object permanence is innate and develops early on (Baillargeon, 1987). |
| What did Andrew Meltzoff argue about the sensorimotor stage of cognitive development? | It does not exist. Infants not only know more about physical properties of objects but they do so from very early life. For instance deferred imitation can support this claim. |
| Describe Baillargeon's (1987) study on object permanence with the clown box | Infants where shown a screen which lifted up and down in an arc, they were shown a box with a clown on it just behind the screen. Once habituated that the screen could lift up and down, infants were shown the arced screen coming down towards the box. Impossible event = the screen went through the box; possible event = the screen stopped on the edge of the box |
| What is the 'Theory theories' approach? | A theory of cognitive development that combine neo-nativism and constructivism, cognitive development requires children making theories, testing them and changing their theories about the physical and social world |
| The key marker of the preoperational period of cognitive development is symbolic function, what is this? | The ability to make one thing - a word or object - stand for amd represent something else |
| What is representational insight? | The knowledge that an entity can stand for (represent) something other than itself |
| If symbolic function is one hall mark of the preoperational stage, what is the other? | Pretend play - the ultimate symbolic function aside from language |
| What is dual representation? | The ability to represent an objective simultaneously as an object itself and as a representation of something else (e.g., using a scale model of a room to find a toy in the real room - works for 3yr olds, not for 2.5year olds) |
| What is animism? | Attributing life and lifelike qualities to inanimate objects (e.g., a 4yr old believed the wind blew on him because he was hot) |
| What is the most striking deficit in children's preoperational reasoning? | Egocentrism - The tendency to view the world from one's own perspective while failing to recognize that others may have different view points |
| What is the appearance reality distinction? | Young children's egocentric focus on the way things appear to be make it nearly impossible for them to distinguish appearances from reality (e.g., Maynard the cat dressed as a dog is now a dog) |
| What is dual encoding in the reality distinction? | Inability for children to understand an object can be represented in more than one way (e.g., sponge painted a rock) |
| What is centration? | The tendency for preopertional children to attend to one aspect of a situation to the exclusion of others; contrasted with decentration |
| What is conservation? | The recognition that the properties of an object or a substance do not change when its appearance is altered in some superficial way |
| What is reversability | The ability to reverse, or negate, an action b mentally performing the opposite action |
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