| Term | Definition |
|---|
| sensorimotor period | touch and feel, reflexive actions, object permanence, egocentrism |
| preoperational period | ask questions, independent, cooperative play, errors in spoken language |
| concrete operations | metacognition, solve simple problems, seriation, transivity, reversibility, conservation |
| formal operation period | reason abstractly, solve complex problems, abiltity to perform: hypothetical-deductive reasoning |
| Accomodation | take existing schemes and adjust to fit the experience. A preeschool child plays with the keys on a piano to hear the different sounds of musical notes.when he tries with the electric keyboard he quickly learns he has to turn it on. He must accomodate this new info |
| Assimilation | incorporate new info with existing schemes to fomr a new cognitive struucture. A child calls a lion "doggie" |
| Animism | believing in non-living objects have lifelike qualities.(preoperational) imaginery friends. or say thinks like "the sky is pouring water on me" |
| Causal Reasoning | thoughts can cause actions. whether or not have a causal relationship. transductive reasoning (preoperational) |
| Centration | (preoperational) focus only on one piece of information at a time while disregarting all others. A child is playing on the swings and gets upset when his mom decides to take him for a nap |
| Conservation | to recognize that when alterning an object, the basic properties do not change:Concept of numbers, concept of lenght, concept of liquid, concept of matter |
| Egocentrism | until about age 5, young children cannot differentiate between their own perspectives and feelings and someone else's |
| Equilibrium | stable balance toward effective adaptations. 1)state of balance, 2) thought changes and conflict emerges, 3) assimilation and accomodation |
| Information-Processing | memory by drawing an analogy thought process and computer process. brain is the central processing unit (hard-drive), receives info (data input) form the environment, manouvers it and makes adjustments (reprogram), changes behavior come out (dta output) |
| Irreversibility | If emma plays with a ball of clay, she believes that they clay must always be in the same form to remain the same amount. When a classmate plays with they clay and gives it back as a narrow piece emma believes she has less clay |
| Metacognition | plan their own problem-solviong strategies Thinking about thinking. |
| Hypothetical-deductive Reasoning | hypothesis form any general theory |
| Inductive Reasoning | All the balls on the school are round, a child may reason that ALL balls are round NOT TRUE footballs not round (concrete operation) |
| Transductive Reasoning | connect specific experiences; bill was mean to his little sister, his sister got sick. he thinks he made her sister sick |
| schemes | mentally represent and organize the world. "if I drop my cup, someone will pick it up" |
| seriation | (concrete operation) a child's ability to arrange objects in logical progression |
| symbolic function substage | child uses words and images to form mental representations to remember objects without the objects being physically represented |
| Transitive Inference | draw conclusions about a relationschip bewteen two objects by knowign the relationship to a thir object (concrete operation) |
Combine with other sets
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