The drop in self-esteem often found when children first enter middle school appears to be due to A. the acquisition of concrete operational thinking. B. peer comparisons. C. changes in ethnic identity. D. the illusion of invulnerability.

B. peer comparisons. More test answers on https://studyhippo.com/psych-41-chapter-9/

What are some limits of concrete operational thinking?

1) Children’s mental operations are: a) most effective when dealing with concrete information. b) work poorly with abstract ideas. 2) Continuum of acquisition: a) Children master concrete operational tasks step by step, not all at once. b) Gradual mastery of logical concepts indicates limitations of concrete operational thinking. More test answers on https://studyhippo.com/cognitive-development-in-middle-childhood/

The main limitation of concrete operational thinking is that such thought is limited to

tangible, real-life examples. More test answers on https://studyhippo.com/lgd-ch-6/

Piaget called the reasoning that characterizes adolescence: A. concrete operational thinking. B. the game of thinking. C. metacognition. D. formal operational thought.

D More test answers on https://studyhippo.com/psyc-exam-3-ch-15/

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Concrete Operational Thinking Flashcards, test questions and answers

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What is Concrete Operational Thinking?

Concrete operational thinking is a type of cognitive development that occurs during the second stage of Jean Piaget’s theory of cognitive development. This stage typically occurs in children aged seven to twelve and involves the development of logical, rational thought processes. During this time, children become more capable of understanding abstract concepts and manipulating them within their minds. They are generally able to comprehend cause-and-effect relationships and can use logic to solve problems in their environment.The concrete operational stage is characterized by the ability to think logically about concrete events or objects, as opposed to abstract concepts or theoretical situations. At this point in development, children are able to conserve objects (for example understanding that an object still exists even when it has been changed in some way) and understand classifications such as bigger than or smaller than. Furthermore, they can begin to think systematically and organize information according to logical rules rather than spontaneous responses or emotions. During the concrete operational stage, children begin developing a sense of self-awareness; they start understanding that there is a difference between what they themselves want/feel/think and what others want/feel/think. This allows them to take into consideration other perspectives when making decisions or solving problems. Additionally, they become better at planning ahead – anticipating consequences before acting – which can lead them towards more successful decision-making outcomes overall. In summary, concrete operational thinking marks an important milestone in cognitive development during childhood; it enables children to think more logically about their environment by using systematic rules and taking into account multiple perspectives rather than relying solely on spontaneous reactions or emotions alone.