PiaGET'S

  1. Jean Piaget is a swiss psychologist that suggests that children's intelligence undergoes changes as they grow.

  2. Jean Piaget is born in _______ in Neuchâtel, Switzerland. 1896

    1. During World War 1, he worked as an __________. When war ended, he started studying law and then switched again to philosophy and sociology. Military doctor

    2. At the age of __, he published his first book “_____” which received critical acclaim. This led him to become one of the leading psychologists of his generation. Genetic Epistemology

    3. one of the 20th century's most influential researchers in the area of developmental psychology. Jean Piaget

    4. The term cognition is derived from the latin word "cognoscere" which means "" or "" or "_______". to know, to recognize, to conceptualize

    5. mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. Cognition

    6. emergence of the ability to think and understand. Cognitive Development.

    7. the process by which people's thinking changes across the lifespan. Cognitive Development

    8. are both processes of the ways of Cognitive Development. Assimilation and Accommodation

    9. the mental representation of an associated set of perceptions, ideas, and/or actions. schema

  3. Piaget considered _____ to be the basic building blocks of thinking. schema

  4. is the adjustment of a schema by adding information similar to what is already known. Assimilation

  5. This happens when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation. Accomodation

  6. occurs when a child's schemas can deal with most new information through assimilation. Equilibration

  7. Realize that objects exist even if they are out of sight. Object permanence

  8. begins when the child starts to use symbols and language. This is a period of developing language and concepts. Pre-operational Stage

  9. Increased use of verbal representation but speech is egocentric. The child uses symbols to stand for actions; a toy doll stands for a real baby or the child role-plays mommy or daddy. Preconceptual Stage

  10. Speech becomes more social, less egocentric. Here the child base their knowledge on what they feel or sense to be true, yet they cannot explain the underlying principles behind what they feel or sense. Intuative Stage

  11. is characterized by the appropriate use of logic. Concrete Operational Stage

  12. The ability to sort objects in an order according to size, shape or any other characteristic. Seriation

  13. The ability to recognize logical relationships among elements in a serial order. Transitivity

  14. The ability to group objects together on the basis of common features. The child also begins to get the idea that one set can include another. Classification

  15. ability to take multiple aspects of a situation into account. Decentering

  16. The child understands that numbers or objects can be changed, then returned to their original state. Reversability

  17. Understanding that the quantity, length, or number of items is unrelated to the arrangement or appearance of the object or item. Conservation

  18. The ability to view things from another's perspective. Elimination of egocentrism

  19. combining, separating, multiplying, repeating, dividing etc. The thought becomes increasingly flexible and abstract, i.e, can carry out systematic experiments. The ability to systematically solve a problem in a logical and methodological way. the child performs operations

  20. Develops skills such as logical thought, deductive reasoning as well as inductive reasoning and systematic planning etc.. Formal Operational Stage

  21. Understands that the rules of any game or social system are developed by a man by mutual agreement and hence could be changed or modified, The child's way of thinking is at its most advanced, although the knowledge it has to work with, will change. Formal Operational Stage