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Jean Piaget’s Cognitive Developmental Theory deals with the development of a person's ______ processes.
Jean Piaget’s Cognitive Developmental Theory deals with the development of a person's ______ processes.
thought
According to Piaget, children are not less intelligent than adults but think ______ from adults.
According to Piaget, children are not less intelligent than adults but think ______ from adults.
differently
The term Cognition is derived from the Latin word 'cognoscere', which means 'to ______'.
The term Cognition is derived from the Latin word 'cognoscere', which means 'to ______'.
know
Children’s ability to understand the world develops in a stop-start, ______ manner.
Children’s ability to understand the world develops in a stop-start, ______ manner.
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A ______ is a logically organized pattern of thought that helps interpret experiences.
A ______ is a logically organized pattern of thought that helps interpret experiences.
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Self-schemas relate to knowledge about ______ including one's current and idealized self.
Self-schemas relate to knowledge about ______ including one's current and idealized self.
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Schemas influence what we pay ______ to in our environment.
Schemas influence what we pay ______ to in our environment.
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Schemas impact how ______ people learn new information.
Schemas impact how ______ people learn new information.
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People learn more quickly when the information fits with existing ______.
People learn more quickly when the information fits with existing ______.
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Schemas help simplify the world by allowing new information to be ______ and categorized.
Schemas help simplify the world by allowing new information to be ______ and categorized.
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Schemas allow us to think ______ when information is changing rapidly.
Schemas allow us to think ______ when information is changing rapidly.
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Prejudice is an example of a schema that can prevent people from seeing the world as it ______.
Prejudice is an example of a schema that can prevent people from seeing the world as it ______.
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In Piaget's theory, the process of adjusting schemas is known as ______.
In Piaget's theory, the process of adjusting schemas is known as ______.
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In the sensorimotor stage, infants learn that objects still exist even when they cannot be ______.
In the sensorimotor stage, infants learn that objects still exist even when they cannot be ______.
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At the sensorimotor stage, infants acquire knowledge through basic reflexes and ______ experiences.
At the sensorimotor stage, infants acquire knowledge through basic reflexes and ______ experiences.
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Individuals may alter new information to fit their existing ______.
Individuals may alter new information to fit their existing ______.
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Infants realize that their actions can cause things to happen in the ______ around them.
Infants realize that their actions can cause things to happen in the ______ around them.
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During the ______ stage, the child understands the environment through inborn reflexes.
During the ______ stage, the child understands the environment through inborn reflexes.
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In Primary Circular Reactions, a child may intentionally suck their ______ because they find it pleasurable.
In Primary Circular Reactions, a child may intentionally suck their ______ because they find it pleasurable.
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In Secondary Circular Reactions, the child intentionally repeats actions to trigger a response in the ______.
In Secondary Circular Reactions, the child intentionally repeats actions to trigger a response in the ______.
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At the Coordination of Reactions stage, children explore the environment and imitate the behavior of ______.
At the Coordination of Reactions stage, children explore the environment and imitate the behavior of ______.
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In the Tertiary Circular Reactions stage, children engage in trial-and-______ experimentation.
In the Tertiary Circular Reactions stage, children engage in trial-and-______ experimentation.
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During the Preoperational stage, children begin to engage in ______ play and learn to manipulate symbols.
During the Preoperational stage, children begin to engage in ______ play and learn to manipulate symbols.
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Egocentrism prevents children from taking on another person's ______ or world view.
Egocentrism prevents children from taking on another person's ______ or world view.
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A preoperational child may choose the flat shape because it looks ______ even though both pieces are the same size.
A preoperational child may choose the flat shape because it looks ______ even though both pieces are the same size.
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The ability to understand that other people have different perspectives is known as ______.
The ability to understand that other people have different perspectives is known as ______.
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Children in the concrete operational stage can think logically about ______ events but struggle with abstract concepts.
Children in the concrete operational stage can think logically about ______ events but struggle with abstract concepts.
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The ability to sort objects according to size or shape is referred to as ______.
The ability to sort objects according to size or shape is referred to as ______.
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Transitivity enables a child to understand that if A is taller than B and B is taller than C, then ______ must be taller than C.
Transitivity enables a child to understand that if A is taller than B and B is taller than C, then ______ must be taller than C.
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Classification allows children to group objects based on ______ features.
Classification allows children to group objects based on ______ features.
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Decentering is the ability to consider ______ aspects of a situation.
Decentering is the ability to consider ______ aspects of a situation.
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In the formal operational stage, children develop the ability to think about ______ concepts.
In the formal operational stage, children develop the ability to think about ______ concepts.
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Piaget believed that children act like little ______ as they perform experiments.
Piaget believed that children act like little ______ as they perform experiments.
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The concepts of ______ and conservation are centered on abilities that children have not yet developed.
The concepts of ______ and conservation are centered on abilities that children have not yet developed.
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Martin Hughes argued that children could understand situations from multiple points of ______ earlier than Piaget suggested.
Martin Hughes argued that children could understand situations from multiple points of ______ earlier than Piaget suggested.
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Piaget's work emphasizes that children continually add new knowledge and adapt ______ held ideas.
Piaget's work emphasizes that children continually add new knowledge and adapt ______ held ideas.
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According to 1 Corinthians 13:11, an adult sets aside ______ ways.
According to 1 Corinthians 13:11, an adult sets aside ______ ways.
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Study Notes
Jean Piaget's Cognitive Developmental Theory
- Piaget's cognitive theory explores how a person's thought processes develop and influence how they understand and interact with the world.
- Children think differently from adults, but are not less intelligent.
- Intelligence evolves with biological maturation and environmental experiences.
- Cognition is derived from the Latin word "cognoscere" meaning "to know," "recognize" or "conceptualize."
- Children's understanding of the world develops in a discontinuous, stop-start manner, rather than gradually.
- People build their understanding of the world by identifying discrepancies between what is known and new information.
- Knowledge is not solely derived from sensory experiences; children are born with fundamental, genetically inherited mental structures.
Schemas
- Schemas are logically organized patterns of thought (cognitive frameworks) used to interpret experiences.
- Object schemas: Focus on the characteristics and functions of inanimate objects (e.g., car types).
- Person schemas: Focus on the traits, behaviours, and characteristics of individuals.
- Social schemas: Outline common social behaviours in particular situations.
- Self-schemas: Detail one's understanding of the self, present and future self.
- Event schemas: Provide patterns of expected behaviour in specific events.
Role of Schemas in the Learning Process
- Schemas influence focus, making people more likely to pay attention to information aligning with their existing schemas.
- Learning is accelerated when incoming information aligns with existing schemas.
- Schemas help simplify the world, categorizing new information by comparing it to prior experiences.
- Schemas allow for swift processing of rapidly changing information.
- Schema alteration is crucial for adaptation to new information but is often difficult and resisted by pre-existing schemas.
- Prejudice is an example of a schema hindering open-mindedness and new information.
Processes of Schema Change
- Assimilation: New information is integrated into existing schemas.
- Accommodation: Existing schemas are adjusted or new ones are formed due to new information or experiences.
- Equilibration: A balancing process between assimilation and accommodation, enabling progression through different stages of thought.
Piaget's Four Stages of Development
- Piaget's theory outlines four stages of cognitive development, proposing that intelligence develops through these stages.
- The sequence of stages is constant across cultures, but the rate of development varies.
Sensorimotor Stage (Birth to 2 years)
- The infant's knowledge and behaviour are limited.
- Infants learn through basic actions (sucking, grasping, looking, listening).
- Infants learn that objects continue to exist even when unseen (object permanence).
- Infants recognize their actions influence the world.
- Sub-stages: Reflexes, Primary Circular Reactions, Secondary Circular Reactions, Coordination of Reactions, Tertiary Circular Reactions, and Early Representational Thought.
Preoperational Stage (Ages 2 to 7)
- Symbolic play and manipulation of symbols characterise this stage.
- Concrete logic and understanding are not yet fully developed.
- Language acquisition is significant.
- Characteristics: Egocentrism (difficulty taking others' perspectives), Animism (treating inanimate objects as animate), and Concentration (focus on one aspect of a stimulus).
- Conservation struggles: Inability to understand that objects' properties remain constant despite changes in appearance.
Concrete Operational Stage (Ages 7 to 11)
- Ability to employ mental operations on concrete objects.
- Logical thinking occurs in relation to concrete events.
- Processes: Seriation (ordering by traits), Transitivity (recognizing relationships), Classification (grouping by shared traits).
- Lack of ability to understand or reason with abstract or hypothetical concepts.
Formal Operational Stage (Ages 12 and up)
- Capacity to reason and think abstractly.
- Skills including logical reasoning, deductive reasoning, systematic planning, and theoretical thinking emerge.
Conclusion
- Children are active learners, acting like little scientists.
- Learning involves continuously acquiring new knowledge, adapting to new information and refining existing schemas.
Criticism of Piaget's Theory
- Some critics argue that Piaget underestimated the cognitive abilities of younger children.
- Focus on what children cannot do.
- Concepts like egocentrism and conservation are centered around abilities not fully developed.
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Description
Explore the intricacies of Jean Piaget's Cognitive Developmental Theory, which revolutionizes our understanding of how children's thinking evolves. This quiz covers critical concepts like schemas, cognitive processes, and the impact of maturation and experience on intelligence. Delve into the ways in which children construct their understanding of the world.
