Lifespan Development Exam 2 Study Guide Questions With Verified Solutions
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Module
Lifespan Development
Institution
Lifespan Development
How did Piaget view the child's role in development/learning? - ANSWER-- mistakes children make in their thinking are usually meaningful because the mistakes reflect the nature of their thought processes at their current stage of development
- as children develop, the structure of their thinking c...
Lifespan Development Exam 2 Study Guide
Questions With Verified Solutions
How did Piaget view the child's role in development/learning? - ANSWER-- mistakes
children make in their thinking are usually meaningful because the mistakes reflect the
nature of their thought processes at their current stage of development
- as children develop, the structure of their thinking changes. and these new modes of
thought are based on the earlier structures.
Schema - ANSWER-actions or mental representations that organize knowledge
Assimilation - ANSWER-interpreting our new experiences in terms of our existing
schemas
Accommodation - ANSWER-adapting our current understandings (schemas) to
incorporate new information
Equilibrium - ANSWER-steady state in which children assimilate more than they
accommodate
Disequilibrium - ANSWER-State of rapid cognitive change in which children shift from
assimilation to accommodation
How do actions change during the sensorimotor stage? - ANSWER-Building schemes
through sensory and motor exploration (birth - two years)
- from reflexes to goal directed activity
- from the body to the outside world
- development of object permanence
- from action to mental representation
What is object permanence? What is the "A not B error"? - ANSWER-understanding
that objects continue to exist even when they cannot directly be seen, heard, or touched
The A-Not-B error, also known as a perseverative error, is an error in the mental
perception of objects seen in infants before the age of one year. ... This illustrates a
child's ability to mentally represent objects in their mind. This ability is called object
permanence.
, What are some behaviors that reflect the beginnings of mental representation? -
ANSWER-deferred imitation, make-believe
What is the major development that signals the start of the Pre-oportional Stage? -
ANSWER-children begin to represent the world with words, images, and drawings
Animistic Thinking - ANSWER-belief that inanimate objects have lifelike qualities
Magical Thinking - ANSWER-assigning human purposes to physical events
Egocentrism - ANSWER-the heightened self-consciousness of adolescents, which is
reflected in adolescents' beliefs that others are as interested in them as they are in
themselves, and sense of personal uniqueness and invincibility
What is a conservation task? - ANSWER-The awareness that altering the appearance
of an object or a substance does not change its basic properties (clay, water)
What is a perspective taking task? - ANSWER-being able to distinguish ones own
perspective from another (volcano video)
How do preoperational children perform on conservation task? How does this reflect
centration? How does this reflect irreversibility? - ANSWER-focusing on a salient aspect
of an event at the expense of other relevant features
What type of thought characterizes the Concrete Operational Stage? - ANSWER-
Children can perform concrete operations, and their thinking becomes:
- more logical
- more flexible
- more organized
How do concrete operational children perform on conservation task? How does this
reflect decentration? How does this reflect reversibility? - ANSWER-they dont
understand conservation before age 5
How is concrete operational thought limited? - ANSWER-focused on limited concrete
info like physical objects
Formal operational stage - ANSWER-signals the capacity for abstract thought
What is hypothetical-deductive reasoning? - ANSWER-- the ability to develop
hypothesis about ways to solve problems
- systematically deduce which is the best path to follow is problem solving
What is propositional reasoning? - ANSWER-- adolescents can evaluate logic of
propositions (verbal statements) without referring to real world circumstances
- in contrast, children can evaluate logic statements only by considering them against
concrete real-world evidence
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