2
PSYC 520 Exam 2 with accurate detailed || || || || || || ||
solutions
Assimilation
integrating new information into existing schemes (e.g., toddler calling all vehicles "cars")
|| || || || || || || || || || ||
Accommodation
adjusting schemes to incorporate new information (e.g., differentiating cars from trucks and
|| || || || || || || || || || || ||
motorcycles)
Difference between assimilation and accommodation
|| || || ||
assimilation is when new information is incorporated into existing schemas without changing
|| || || || || || || || || || || ||
them, while accommodation is when existing schemas are altered to fit new information
|| || || || || || || || || || || ||
object permanence
||
understanding that objects continue to exist even when not seen, developing during the
|| || || || || || || || || || || || ||
sensorimotor stage (ex: Peek-A-Boo- why infants get upset when parents leave the room)
|| || || || || || || || || || || ||
A-not-B Error ||
infants will continue to reach for an object in a location where it was previously hidden, even
|| || || || || || || || || || || || || || || || ||
though it has been moved to a new location (e.g., 8-12 month old who has obtained object
|| || || || || || || || || || || || || || || || ||
permanence / infant brought into class) || || || || ||
,2
testing for object permanence || || ||
hide an object and see if the infant searches for it. If they look for the hidden object, they
|| || || || || || || || || || || || || || || || || || ||
understand that it still exists even when out of sight || || || || || || || || ||
what is Egocentrism? || ||
Preoperational Stage (2-7 years) || || ||
inability to distinguish between one's one perspective and someone else's perspective
|| || || || || || || || || ||
- not able to visualize the other person's perspective (younger)
|| || || || || || || || ||
- able to give the other person's perspective (older)
|| || || || || || || ||
How is egocentrism tested?
|| || ||
Piaget's Three Mountain Task- a child is asked to describe what someone else sees from a
|| || || || || || || || || || || || || || || ||
different viewpoint. if the child only describes their own view, they display egocentrism
|| || || || || || || || || || || ||
Different types of Conservation || || ||
- Number (initial presentation)
|| || ||
two identical rows of objects are shown to the child, who agrees they have the same number
|| || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Number (Manipulation)
|| ||
one row is lengthened, and the child is asked whether one row now has more objects
|| || || || || || || || || || || || || || ||
Different types of Conservation || || ||
, 2
- Number (Preoperational Child's Answer)
|| || || ||
yes, the longer row
|| || ||
Different types of Conservation || || ||
- Matter (initial presentation)
|| || ||
two identical balls of clay are shown to the child. The child agrees that they are equal
|| || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Matter (Manipulation)
|| ||
the experimenter changes the shape of one of the balls and asks the child whether they still
|| || || || || || || || || || || || || || || || ||
contain equal amounts of clay
|| || || ||
Different types of Conservation || || ||
- Matter (preoperational child's answer)
|| || || ||
no, the longer one has more
|| || || || ||
Different types of Conservation || || ||
- Length (initial presentation)
|| || ||
two sticks are aligned in front of the child. the child agrees that they are the same length
|| || || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Length (Manipulation)
|| ||
PSYC 520 Exam 2 with accurate detailed || || || || || || ||
solutions
Assimilation
integrating new information into existing schemes (e.g., toddler calling all vehicles "cars")
|| || || || || || || || || || ||
Accommodation
adjusting schemes to incorporate new information (e.g., differentiating cars from trucks and
|| || || || || || || || || || || ||
motorcycles)
Difference between assimilation and accommodation
|| || || ||
assimilation is when new information is incorporated into existing schemas without changing
|| || || || || || || || || || || ||
them, while accommodation is when existing schemas are altered to fit new information
|| || || || || || || || || || || ||
object permanence
||
understanding that objects continue to exist even when not seen, developing during the
|| || || || || || || || || || || || ||
sensorimotor stage (ex: Peek-A-Boo- why infants get upset when parents leave the room)
|| || || || || || || || || || || ||
A-not-B Error ||
infants will continue to reach for an object in a location where it was previously hidden, even
|| || || || || || || || || || || || || || || || ||
though it has been moved to a new location (e.g., 8-12 month old who has obtained object
|| || || || || || || || || || || || || || || || ||
permanence / infant brought into class) || || || || ||
,2
testing for object permanence || || ||
hide an object and see if the infant searches for it. If they look for the hidden object, they
|| || || || || || || || || || || || || || || || || || ||
understand that it still exists even when out of sight || || || || || || || || ||
what is Egocentrism? || ||
Preoperational Stage (2-7 years) || || ||
inability to distinguish between one's one perspective and someone else's perspective
|| || || || || || || || || ||
- not able to visualize the other person's perspective (younger)
|| || || || || || || || ||
- able to give the other person's perspective (older)
|| || || || || || || ||
How is egocentrism tested?
|| || ||
Piaget's Three Mountain Task- a child is asked to describe what someone else sees from a
|| || || || || || || || || || || || || || || ||
different viewpoint. if the child only describes their own view, they display egocentrism
|| || || || || || || || || || || ||
Different types of Conservation || || ||
- Number (initial presentation)
|| || ||
two identical rows of objects are shown to the child, who agrees they have the same number
|| || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Number (Manipulation)
|| ||
one row is lengthened, and the child is asked whether one row now has more objects
|| || || || || || || || || || || || || || ||
Different types of Conservation || || ||
, 2
- Number (Preoperational Child's Answer)
|| || || ||
yes, the longer row
|| || ||
Different types of Conservation || || ||
- Matter (initial presentation)
|| || ||
two identical balls of clay are shown to the child. The child agrees that they are equal
|| || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Matter (Manipulation)
|| ||
the experimenter changes the shape of one of the balls and asks the child whether they still
|| || || || || || || || || || || || || || || || ||
contain equal amounts of clay
|| || || ||
Different types of Conservation || || ||
- Matter (preoperational child's answer)
|| || || ||
no, the longer one has more
|| || || || ||
Different types of Conservation || || ||
- Length (initial presentation)
|| || ||
two sticks are aligned in front of the child. the child agrees that they are the same length
|| || || || || || || || || || || || || || || || ||
Different types of Conservation || || ||
- Length (Manipulation)
|| ||
