Chapter 6 (psych 313) – Flashcards

Children are active in their development, not just acted upon. Children think qualitatively differently than adults.

A mental structure that organizes information and actions

Changing schemes to become more efficient in the environment

The continuing process of reconciling new information with what we knew already

Ignore, assimilation and accommodation

No qualitative change in scheme. Fitting new information with what you already knew

Qualitative change. Changing your way of thinking

Occurs from birth to 2 years. Object permanence. Thoughts are mostly limited to own actions and immediate environment

The idea that knowing something is there even if you don't see it.

2-6 years. Can mentally represent objects and situations. Cannot conserve thoughts. Think of consequences, imitating behaviors and make-believe play. Thinking is centered, egocentric and cannot reverse thoughts (3+2=5 to 5-3=2).

7-11 years. Able to understand multiple aspects of a problem. Can conserve thoughts. Able to classify objects based on multiple dimensions and understand others' perspectives. Logical reasoning begins. Difficulty making and testing hypotheses.

11 years-adulthood. Can think logically about abstract concepts and can make and scientifically test hypotheses.

A. a lifestyle or family pattern. B. a mental picture of oneself . C.a set of motor skills that children acquire during the preschool years. *D. an organized set of similar thoughts or actions.

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. Carol revises her understanding of what clouds are made of when she studies them in science. D. Anne copies down what her teacher writes on the blackboard.

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

*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

A. hypo-deductive *B. formal operational C. concrete operational D. preoperational

*A. Underestimated what they know and can do B. Overestimated the importance of language in their early thinking C. Assessed their abilities quite accurately D. Overestimated what they know and can do

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 

A. Laboratory like activities with physical objects B. Field trips to hands-on museums C. Discussions with classmates *D. Lectures that describe interesting science facts

A.A jigsaw in a woodworking class *B. The concept of pi (π) in a geometry class C. Use of natural lighting in a studio art class D. Scales to measure compounds in a chemistry class

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 using words mentally as well as orally, children develop more abstract representations of the world. *C. By giving themselves directions about what to do next, children guide themselves through complex tasks. D. By practicing various grammatical structures mentally, children acquire more complex language capabilities.

A. Mediated learning B. Level of potential development C. Actual developmental level *D. Appropriation

*A. They allow children to practice adult behaviors. B. They foster traditional gender stereotypes. C. They can help children shed their egocentric views of the world. D. They are highly enjoyable but have little impact on cognitive development.

A. It gives children an idea of what they need to do to get good grades. B. It lets children learn by watching one another. *C. It supports children as they perform difficult tasks. D. It keeps school tasks within children's actual developmental levels.

A. Mr. Armando has students work in pairs to test one another's knowledge about a topic B. Before a test, Ms. Dievers has each student describe the strategies he or she plans to use while studying. *C. 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. D. When students ask questions about things they don't understand, Ms. Cromwell asks if others can answer those questions before answering them herself.

A. neo-Piagetian theorists' B. Piaget's *C. Vygotsky's D. information processing theorists'