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according to Piaget, mental structures that organize information and regulate behavior
according to Piaget, taking in information that is compatible with what one already knows.
according to Piaget, changing existing knowledge based on new knowledge.
according to Piaget, the process by which children reorganize their schemes to return to a state of equilibrium when disequilibrium occurs.
first of Piaget’s four stages of cognitive development, which lasts from birth to approximately 2 years, where infants learn through sensory experiences and motor actions.
Difficulty in seeing the world from anoth- er’s point of view; typical of children in the preoperational period
Phenomenon of crediting inanimate objects with life and lifelike properties such as feelings (phone)
according to Piaget, when children often concentrate on one aspect of a problem, ignoring other relevant aspects
Infants are born with rudimentary knowledge of the world, which is elaborated based on experiences.
The belief that living are designed for purpose rather than resulting from processes.
Children’s belief that all living things have an essence that can’t be seen but gives a living thing its identity
mental and neural structures that are built in and allow the mind to operate
mental “programs” that are the basis for performing particular tasks
Processes that determine which infor- mation will be processed further by an individual.
an individual views a strong or unfamiliar stimulus, and changes in heart rate and brain-wave activity occur.
act of becoming unresponsive to a stimulus that is presented repeatedly
a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus.
memories of the significant events and experiences of one’s own life
Counting principle that states that there must be one and only one number name for each object counted.
stable-order principle
counting principle that states the number names must always be counted in the same order
mutual, shared understanding among participants in an activity
Children’s involvement in structured activities with others who are more skilled, typically producing cognitive growth
The difference between what a learner can do independently and what they can do with assistance. It represents the range of tasks that a learner can perform with the help of a more knowledgeable other.
a style in which teachers gauge the amount of assistance they offer to match the learner’s needs.
a child’s comments that are not intended for others but are designed to help regulate the child’s own behavior.
speech that adults use with infants that
is slow and has exaggerated changes in pitch and volume; it helps children master language.
Early vowellike sounds that babies produce (OOOOH) (AHHHH)
speechlike sounds that consist of vowel-consonant combinations; common at ab 6 months
a child’s connections between words and referents that are made so quickly that he or she cannot consider all possible meanings of the word.
when children define words more narrowly than adults do. (using “car” to refer to the family car")
when children define words more broadly than adults do. (using “car” to refer to buses and trucks)
ability to remember speech sounds briefly; an important skill in acquiring vocabulary
language-learning style of children whose vocabularies are dominated by names of objects, persons, or actions
language-learning style of children whose vocabularies include many social phrases that are used like one word (ex. “let’s go”)
speech used by young children that con- tains only the words necessary to convey a message. (“I hungry”)
words or endings of words that make a sentence grammatical
grammatical usage that results from applying rules to words that are not exceptions to the rule. (“clams, rams, mans (?)”)
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