Child Development Chapter 7

Philosophical question of how we come to know and understand our world

Piaget's theory that cognitive development of knowledge is based on both genetics and epistemology

A cognitive framework that places concepts, objects, or experiences into categories or groups of a associations

Fitting new experiences into existing mental schemas

An imbalance between what is understood and what is encountered.

People naturally try to reduce such imbalances by using the stimuli that cause the imbalance and developing new schemes or adapting old ones until equilibrium is restored

An attempt to resolve the uncertainty to return to a comfortable cognitive state

Changing mental schemas so they fit new experiences

Piaget's first stage in which infants learn through their senses and their actions on the world

An infant's preposition of a reflexive action that results in a pleasurable experience

Infants understanding of the world through their actions on it

The understanding that objects still exist when an infant does not see them

A test for object permanence in which an object is hidden under cloth A and then moved under cloth B

Mental actions that follow a systematic, logical rules

Piaget second stage of development, in which children ages 2 to 7 do not yet have logical thought and instead think magically and egocentrically

According to Piaget, the beginning forms of logic developing during the pre-operational stage.

A child begins to develop this by asking a lot of questions. This is when they want to understand everything that is going on in their world

The inability to see or understand things from someone else's perspective

The understanding that a basic quantity of something (amount, volume, mass) remain the same regardless of changes in appearance

Focusing on only one aspect of a situation

The ability to think about more than one aspect of a situation at a time

The third stage in Piaget's theory in which children between 6 and 12 years of age develop logical thinking but still cannot think abstractly

The ability to reverse mental operations

The ability to organize objects into hierarchical conceptual categories

Piaget's fourth stage in which people 12 and older think both logically and abstractly

The ability to form hypotheses about how the world works and to reason logically about these hypotheses

The type of thinking that scientists use when they set out to test a hypothesis

The belief that one is the center of other people's attention much of the time

The belief (often held by teenagers) that you are in some way unique and different from all other people

The cognitive ability to consider multiple perspectives and bring together seemingly contradictory information

The ability to put objects in order by height, weight, or some other quality, does not appear until the stage of concrete operations

Research based on the finding that babies look longer at unexpected or surprising events

The theory that basic areas of knowledge are innate and built into the human brain

According to vygotsky, this is what a child cannot do on their own what can do with a little help from someone more skilled or knowledgeable

The idea that more knowledgeable adults and children support a child's learning by providing help to move the child just beyond his current level of capability

Talking to oneself, often out loud, to guide one's own actions

Tuning in to certain things while tuning out others

Maintaining Focus over time

The reduction of the response to a stimulus that is repeated

The process by which skills become so well practiced that you can do them without much conscious thought

The amount of info an individual can think about at one time.

See this at work in the way children learn to count or to recognize words. At first, this cognitive tasks take a good deal of effort on the child support, but over time they become so automatic they no longer take as much ______ ______

Doing several different activities at the same time, often involving several forms of media

Disorder marked by extreme difficulty with inattention, impulsivity, or a combo of both

The capacity for info that comes in through our senses to be retained for a brief period of time in its raw form

The memory system that stores info for only a brief time to allow the mind to process info and move it into long-term memory

The transformation processes through which new info is stored in long-term memory

The capacity for nearly permanent retention of memories

And it doesn't ability to remember experiences that happened before they were about three years of age

A coherent set of memories about one's life

The efficiency with which one can perform cognitive tasks

Memory for where common occurrences in one's life, such as grocery shopping, take place

Repeating info to remember it

A memory strategy that involves creating extra connections, like images are sentences, that can tie info together

Memory for something you thought happened but didn't

A theory that there are two memory systems: a systematic, controlled memory for exact details, and an automatic, intuitive memory for the gist, or meaning, of events

The ability of the brain to coordinate attention and memory, and control behavioral responses for the purpose of attaining a certain goal

The ability to switch focus as needed to complete a task

The ability to stay on task and ignore distractions

The ability to think about and monitor one's own thoughts and cognitive activities

The ability to understand self and others as agents who act on the basis of their own mental states, such as beliefs, desires, emotions, and intentions