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Constructivism

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Theoretical perspective proposing that learners construct a body of knowledge and beliefs, rather than absorbing info exactly as it is recieved

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Clinical method

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Procedure in which an adult probes a child's reasoning about a task or problem, tailoring questions in light of what the child has previously said or done in the interview

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Scheme

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In piaget's theory, an organized group of similar actions or thoughts that are you used repeatedly in response to the environment

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Operation

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In piaget's theory, an organized and integrated system of logical thought process

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Assimilation

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In piaget's theory, process of responding (either physically or mentally) to a new event I'm a way that is consistent with an existing scheme

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Accommodation

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Process of responding to a new event by either modifying an existing or forming a new one

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Equilibrium

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State of being able to address new events with existing schemes

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Disequilibrium

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State of being unable to address new events with existing schemes

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Equilibration

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Movement from equilibrium to disequilibrium and back to equilibrium; a process that promotes the development of increasingly complex forms of thought and knowledge

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Goal-directed behavior

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Intentional behavior aimed at bringing about an anticipated outcome

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Object performance

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Realization that objects continue to exist even when they are out of sight

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Symbolic thought

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Ability to mentally represent and think about external objects and events

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Egocentrism

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Inability of a child in piaget's preoperational stage to view situations from another person's perspective

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Conservation

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Realization that if nothing is added or taken away, an amount stays the same regardless of any alterations in shape or arrangement

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Class inclusion

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Recognition that an object simultaneously belongs to a particular category and to one of its subcategories

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Neo - PiagetIan theory

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Theoretical perspective that combines elements of piaget's theory with more contemporary research findings and suggests that development in specific Content domains is often stage like in nature

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Working memory

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Component of memory that enables people to activity think about and process a small amount of info

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Central conceptual structure

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Integrated network of concepts and cognitive process that forms the basis for munch of one's thinking, reasoning, and learning in a specific Content domain

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Socialcognitive conflict

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Situation in which one encounters and has to wrestle with ideas and viewpoints different from ones own

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Cognitive tool

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Cocnept, symbol, strategy, or other culturally constructed mechanism that helps people think more effectively

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Self-talk

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"Talking" to oneself as a way of guiding oneself through a task

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Internalization

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In vygotsky's theory, the gradual evolution of external, social activities into internal, mental activities

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Appropriation

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Gradual adoption of (and perhaps also adaption of) other people's ways of thinking and behaving for ones own process

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Zone of proximal development (ZPD)

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Range of tasks that one cannot yet perform independently but can perform with the help and guidance of others

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Sociodramatic play

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Play in which children take on specific roles and act out a scenario of imaginary events

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Mediated learning experience

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Discussion between an adult and a child in which the adult helps the child make sense of an event they have mutually experienced

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Scaffolding

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Support mechanism, provided by a more competent individual, that helps a child successfully perform a task within his or her zone of proximal development

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Guided participation

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Active engagement in adult activities, initially with considerable direction from an adult or other more advanced individual and subsequently with opportunities for increasing responsibility and independence

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Apprenticeship

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Mentorship in which a novice works intensively with an expert to learn how to accomplish complex tasks In a particular domain

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Cognitive apprenticeship

answer

Mentorship in which an expert and a novice work together on a challenging task and the expert suggests ways to think about the task

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Reciprocal teaching

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Approach to teaching reading comprehension In which students take turns asking teacher - like questions to classmates

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Authentic activity

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Instructional activity similar to one that a child might eventually encounter in the outside world

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Individual constructivism

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Theoretical perspective that focuses on how people independently construct meaning from their experience

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Social constructivism

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Theoretical perspective that focuses on people's collective efforts to impose meaning on the world

question

Which one of the following statements best describes Piaget's view of how children acquire knowledge about the world? A. Children actively construct their own view of the world from their experiences with the environment. B. Children are naturally disposed to think about their environment in particular ways; in a sense, some basic knowledge about the world is "pre-wired." C. Initially, children unconsciously develop a rather complex and confused view of the world, but this view becomes simpler and more straightforward as time goes on. D. Children repeatedly parrot their parents' and teachers' beliefs, eventually internalizing these beliefs as their own "knowledge."

answer

A. Children actively construct their own view of the world from their experiences with the environment.

question

Which one of the following best illustrates Piaget's concept of accommodation? A. Donna copies her biology textbook's definitions of various classes of invertebrates (sponges, flatworms, mollusks, etc.) word for word in her notebook. B. Betsy is given 10 more addition problems when she does the first 10 carelessly. C. Anne copies down what her teacher writes on the blackboard. D. Carol revises her understanding of what clouds are made of when she studies them in science.

answer

D. Carol revises her understanding of what clouds are made of when she studies them in science.

question

Which one of the following examples best illustrates Piaget's concept of object permanence? A. Ten-year-old Margaret glues the pieces of a vase she has just broken, claiming that she'll make it look "good as new." B. Six-year-old Lucas thinks that if you pour water into a taller, thinner glass, that glass will have more water. C. Fifteen-year-old Kenneth finally understands his geometry teacher's statement that two parallel lines might go on forever without ever touching. D. Two-year-old Jasmine looks for a favorite toy her father has just hidden in a box.

answer

D. Two-year-old Jasmine looks for a favorite toy her father has just hidden in a box.

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Piaget spoke of egocentrism as a characteristic of preoperational thought. Three of the following are examples of egocentrism as Piaget defined it. Which one is NOT? A. Justin is constantly grabbing objects and pulling them toward himself. B. Lois tells a story as if her listeners already know many details they can't possibly know. C. Kate cannot relate to the question, "How do you think Molly feels?" D. Frank and Isabel are playing checkers without realizing that each of them is playing by different rules

answer

A. Justin is constantly grabbing objects and pulling them toward himself.

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James is talking about how much better the world would be if everyone just agreed to love everyone else. In Piaget's view, James is most likely to be A. 4 years old B. 8 years old C. 10 years old D. 14 years old

answer

D. 14 years old

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In describing the cognitive abilities of elementary school students, Piaget appears to have: A. Assessed their abilities quite accurately B. Overestimated the importance of language in their early thinking C. Underestimated what they know and can do D. Overestimated what they know and can do

answer

C. Underestimated what they know and can do

question

As Valerie grows older, she becomes increasingly proficient in a variety of tasks involving spatial reasoning, including drawing three-dimensional figures, solving geometry problems, and predicting where balls are apt to go when she hits them in a tennis game. From a neo-Piagetian perspective, Valerie's simultaneous progress in these diverse areas suggests that she A. can assimilate diverse spatial tasks into a single mega-scheme B. is in a state of equilibrium C. is in her zone of proximal development for spatial tasks D. is developing her central conceptual structure for spatial relationships

answer

D. is developing her central conceptual structure for spatial relationships

question

Three of the following teaching practices are consistent with Piaget's theory of cognitive development. Which one is NOT? A. When Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, "How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents." B. A ninth-grade science teacher uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter. C. A second-grade teacher encourages students to speculate about possible explanations as to why kites of different shapes fly differently and then test each explanation systematically. D. When a high school student claims that people should "Make love, not war," his teacher urges him to consider whether such an approach would have been advisable when the Fascist movement was gaining ground in Europe in the late 1930s and early 1940s.

answer

A. When Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, "How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents."

question

In line with Vygotsky's thoery, which one of the following is the best example of a cognitive tool? A. Scales to measure compounds in a chemistry class B. A jigsaw in a woodworking class C. Use of natural lighting in a studio art class D. The concept of pi (π) in a geometry class

answer

D. The concept of pi (π) in a geometry class

question

From Vygotsky's perspective, what important role does inner speech play? A. By talking to themselves about what they should have done or said in a particular situation, children remember the situation more vividly. B. By giving themselves directions about what to do next, children guide themselves through complex tasks. C. By using words mentally as well as orally, children develop more abstract representations of the world. D. By practicing various grammatical structures mentally, children acquire more complex language capabilities.

answer

B. By giving themselves directions about what to do next, children guide themselves through complex tasks.

question

Xavier loves to write poetry. Often he uses techniques that his favorite poets use, but typically he modifies these techniques to better suit his own style. This situation illustrates which one of the following concepts in Vygotsky's theory? A. Level of potential development B. Mediated learning C. Actual developmental level D. Appropriation

answer

D. Appropriation

question

In Vygotsky's view, opportunities to engage in pretend play (e.g., playing "house" or "doctor") have which one of the following effects? A. They allow children to practice adult behaviors. B. They can help children shed their egocentric views of the world. C. They are highly enjoyable but have little impact on cognitive development. D. They foster traditional gender stereotypes.

answer

A. They allow children to practice adult behaviors.

question

From a Vygotskian perspective, what is the primary purpose of scaffolding in instruction? A. It supports children as they perform difficult tasks. B. It lets children learn by watching one another. C. It keeps school tasks within children's actual developmental levels. D. It gives children an idea of what they need to do to get good grades.

answer

A. It supports children as they perform difficult tasks.

question

Which one of the following teachers is using reciprocal teaching? A. Working with a small group, Mr. Bromley gives each student a chance to ask questions of his or her classmates regarding a section of text they are all reading. B. Mr. Armando has students work in pairs to test one another's knowledge about a topic C. Before a test, Ms. Dievers has each student describe the strategies he or she plans to use while studying. D. When students ask questions about things they don't understand, Ms. Cromwell asks if others can answer those questions before answering them herself.

answer

A. Working with a small group, Mr. Bromley gives each student a chance to ask questions of his or her classmates regarding a section of text they are all reading.

question

If you were interested in how a child's culture influences cognitive development, you would be most likely to consider _______ approach to cognitive development. A. Piaget's B. Vygotsky's C. information processing theorists' D. neo-Piagetian theorists'

answer

B. Vygotsky's

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