Search
Browse
Create
Log in
Sign up
Log in
Sign up
EC-12 PPR Exam (160): Piaget
STUDY
Flashcards
Learn
Write
Spell
Test
PLAY
Match
Gravity
Vocabulary related to Piaget's theory of cognitive development; created for the early childhood through twelfth grade pedagogy and professional responsibilities TExES exam.
Terms in this set (28)
Sensorimotor
-stage # 1: 0-2 years-
stage of development in which infants develop schemes primarily through sense and motor activities; culminates with the development of object permanence and the beginning of representational thought
Preoperational
-stage # 2: 2-7 years-
stage of development in which children gradually acquire the ability to conserve and decenter but are not capable of operations and unable to mentally reverse actions
Concrete Operational
-stage # 3: 7-11 years-
stage of development in which children are capable of operations but solves problems by generalizing from concrete experiences; they are not able to manipulate conditions mentally unless they have been experienced
Formal Operational
-stage # 4: 11-15+ years-
stage of development in which adolescents are able to deal with abstractions, form hypotheses, solve problems systematically, and engage in mental manipulations.
Organization
tendency to systemize and combine processes into coherent general systems
Scheme
organized pattern of behavior or thought; plan of action based on previous experiences
Adaptation
tendency to adjust to the environment
Assimilation
mental process by which new objects, events, experiences, and information are incorporated into an existing scheme
Accomodation
mental process of modifying existing schemes and creating new ones to incorporate new objects, events, experiences, and information
Equilibration
mental process that motivates humans to keep schemes in balance with the real environment
Disequilibrium
a perceived discrepancy between an existing scheme and something new
Constructivism
process of creating knowledge to solve a problem and eliminate a disequilibrium
Adolescent Egocentrism
adolescent's inability to differentiate between the world as he/she thinks it should be and the world as it actually is
Personal Fable
an exaggerated sense of one's own uniquness
Naive Idealism
occurs when adolescents attempt to equilibrate nearly impossible or unlikely operations (e.g., forming elaborate plans to end world hunger) with the real world
Imaginary Audience
group of admirers or critics that adolescents believe are always focused on them
Reversibility
the fact that when only the appearance of a substance has been changed, it can be returned to its original state
Conservation
the understanding that a given quantity of matter remains the same if it is rearranged or changed in its appearance, as long as nothing is added or taken away
Class Inclusion
the construction of hierarchial relationships among related classes of items
Seriation
the arrangement of items in a particular order
Centration
a preoperational child's tendency to focus on only one dimension of a stimulus at a time
Decentration
the ability to think of more than one dimension of a stimulus at a time
Egocentrism
young children find it difficult, if not impossible, to take another person's point of view
Object Permanence
the realization that objects continue to exist even when they are out of sight
Deferred Imitation
when toddlers imitate behaviors of models that are no longer present
Ways to Use Educational Technology
(1) as a simulation tool for displaying knowledge and repairing misconceptions and errors in thinking; and (2) as a source for same-age peers to debate issues, thereby fostering cognitive conflict and disequilibrium
Microworlds
simulated learning environments that allow students to get a sense of how things work in the real world
Microcomputer-based Laboratory (MBL)
can be used to build on existing knowledge and correct misconceptions; one or more sensors are attached to a microcomputer to generate graphs of such physical phenomena as temperature, sound, motion, and electromotive force
;