Psychological Disorders in
Children Exam 1 Study
Guide 2026 | Practice
Questions, Answers,
Rationales & Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
, cognitive development proposes that a child's intellect, or cognitive ability, progresses through four distinct
stages
assimilation new information fits into existing schemes
accomodation new information doesn't fit; change schema
Sensorimotor (birth-2yrs) object permanence, gradual progression from reflective behavior to
goal-directed behavior
Preoperational (2-7yrs.) ability to use symbols to represent objects in the world' thinking remains
egocentric and centered. Reversibility- ability to change direction in one's thinking
Concrete operational (7-11yrs.) improvement in the ability to think logically; thinking is decentered and
problem solving is less restrictive.
Formal operational (11-adulthood) abstract and purely symbolic thinking is possible- problems can be
solved through the use of systematic experimentation
schemes young children demonstrate patterns of behavior or thinking that older children and
adults also use in dealing with objects in the world; used to find out about and act in
the world
Issues with Piaget children develop differently, this means that some children will develop early and
some will develop later so the stages are not necessarily set in stone at a certain
age
Sign system Vygotsky believed that development depended on sign systems that children grew
up with: signs that helped people think, communicate, solve problems. examples:
culture's language, writing system, or counting system.
self- regulation when a child develops signs to be able to think and solve problems without the help
of others
private speech children's self talk, which guides their thinking and action; eventually internalized as
silent inner speech
Children Exam 1 Study
Guide 2026 | Practice
Questions, Answers,
Rationales & Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
, cognitive development proposes that a child's intellect, or cognitive ability, progresses through four distinct
stages
assimilation new information fits into existing schemes
accomodation new information doesn't fit; change schema
Sensorimotor (birth-2yrs) object permanence, gradual progression from reflective behavior to
goal-directed behavior
Preoperational (2-7yrs.) ability to use symbols to represent objects in the world' thinking remains
egocentric and centered. Reversibility- ability to change direction in one's thinking
Concrete operational (7-11yrs.) improvement in the ability to think logically; thinking is decentered and
problem solving is less restrictive.
Formal operational (11-adulthood) abstract and purely symbolic thinking is possible- problems can be
solved through the use of systematic experimentation
schemes young children demonstrate patterns of behavior or thinking that older children and
adults also use in dealing with objects in the world; used to find out about and act in
the world
Issues with Piaget children develop differently, this means that some children will develop early and
some will develop later so the stages are not necessarily set in stone at a certain
age
Sign system Vygotsky believed that development depended on sign systems that children grew
up with: signs that helped people think, communicate, solve problems. examples:
culture's language, writing system, or counting system.
self- regulation when a child develops signs to be able to think and solve problems without the help
of others
private speech children's self talk, which guides their thinking and action; eventually internalized as
silent inner speech
