EC-12 PPR Exam (160): Piaget

Terms in this set (28)

-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

-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.

tendency to systemize and combine processes into coherent general systems

organized pattern of behavior or thought; plan of action based on previous experiences

tendency to adjust to the environment

mental process by which new objects, events, experiences, and information are incorporated into an existing scheme

mental process of modifying existing schemes and creating new ones to incorporate new objects, events, experiences, and information

mental process that motivates humans to keep schemes in balance with the real environment

a perceived discrepancy between an existing scheme and something new

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

an exaggerated sense of one's own uniquness

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

the fact that when only the appearance of a substance has been changed, it can be returned to its original state

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

the arrangement of items in a particular order

a preoperational child's tendency to focus on only one dimension of a stimulus at a time

the ability to think of more than one dimension of a stimulus at a time

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

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

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