PECT Module 1
Study online at https://quizlet.com/_1ijkgg
1. Steps and Stages Birth to 1 month: Comprehend environment through reflexes
of the Sensori- 1-4 months: Primary Circular Reactions
motor Period of 4-8 months: Secondary Circular Reactions
Cognitive Devel- 8-12 months: Coordination Reactions
opment 12-18 months: Tertiary Circular Reactions
18-24 months: Early Representational Thought
2. Sensorimotor Pe- Infants comprehend environment through inborn reflexes (sucking and looking
riod of Cog- around them at their surroundings)
nitive Develop-
ment: Birth to 1
month
3. Sensorimotor Pe- Babies begin to coordinate their physical sensations with new schemas, i.e., men-
riod of Cog- tal constructs/concepts they form to represent elements of reality. For example,
nitive Devel- an infant might suck her thumb by chance and feel pleasure from the activity; in
opment: 1-4 the future, she will repeat thumb sucking because the pleasure is rewarding.
months
4. Sensorimotor Pe- Children also repeat rewarding actions, but now they are focused on things in the
riod of Cog- environment that they can affect, rather than just the child's own person.
nitive Devel- For example, once a baby learns to pick up an object and mouth it, s/he will repeat
opment: 4-8 this.
months
5. Sensorimotor Pe- (substage of the sensorimotor stage) Having begun repeating actions purposely
riod of Cog- to achieve environmental effects. They begin to further explore their surroundings.
nitive Devel- They frequently imitate others' observed behaviors and they more obviously
opment: 8-12 demonstrate intentional behaviors. They become able to combine schemas (men-
months tal constructs) to attain certain results. They also learn how to associate certain
objects with their properties.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
Example: Once they realize they can shake a rattle to make a sound, s/he will
deliberately shake the rattle to make the sound.
6. Sensorimotor Pe- Children begin experimenting in trial-and-error. Sounds to get attention of adults.
riod of Cog-
nitive Devel-
opment: 12-18
months
7. Sensorimotor Pe- Children begin representing objects and events with symbols. They begin to
riod of Cog- understand the world via not only actions, but mental operations.
nitive Devel-
opment: 18-24
months
8. Object Perma- Things will continue to exist even when they are out of sight. Piaget thought babies
nence generally developed this realization around 8-9 months old, though some may
be earlier or later. Researchers after Piaget found Obj. Permanence that babies
as young as 3 1/2 months old.
A sign that they have developed object permanence is when they search for the
object that has been hidden.
9. Piaget's Sensori- They learn through environmental input they receive through their senses; motor
motor Stage of actions they engage in; and through feedback they receive from their bodies and
Development Ex- the environment about their actions.
planation For example: A baby kicks his legs, sees his feet moving, and can make some ob-
jects move by touching or hitting them. They learn through repeated experiences
that when they through objects out of their cribs, their parents retrieve them. They
will seem to make a game of this, not to annoy parents, but as a way of learning
rules of cause and effect by repeating actions to see the same results.
10. Schema Piaget's proposal that we form mental constructs or concepts representing ele-
ments of the environment, beginning at infancy.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
*Does not represent an individual object, but a CATEGORY OR CLASS OF THINGS.
For example, a baby might form a schema representing "things to suck on,"
initially including her bottle, her thumb, and her pacifier.
11. Assimilation When we can fit something new into an exisiting schema
-The child in this example assimilates "Daddy's knee" into her schema of things
she can suck on when she discovers this action.
12. What happens That schema is either modified or you will create a new schema since it is classified
when something as a category.
new can not
be assimilated
into an existing
schema?
13. Piaget said Adaptation, i.e. adjusting to our environment through interacting with it.
ASSIMILATION
and
ACCOMMODA-
TION combined
constitute the
process of...
14. Assimilation + ac- adaptation & adjusting the environment and interacting with it.
commodation =
15. A toddler on an According to Piaget's theory of cognitive development, the explanation for this is
airplane sees a that the child had formed a schema, i.e., a mental construct, to represent men
nearby stranger about 5'8" with white hair and eyeglasses, based initially on his early knowledge
who is male, of two such men he knew, his grandfathers, and then extending to include other
about 5'8", with similar-appearing men, through the process of assimilation of new information
white hair and to an existing schema.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
eyeglasses. Both -He didn't think that the stranger was named "Granddaddy". But rather, he
of his grandfa- labeled this name to anyone who matched this schema.
thers have these
same general ap-
pearances. He
murmurs to him-
self, "Hi Grand-
daddy."
16. A toddler sees a In this example, the toddler had seen cows in picture books, photos, or on a farm,
large, brown dog and learned to associate the sound "Moo" with cows, reinforced by the teaching
through the win- of toys, books, and adults.
dow and says, *She had formed a schema for large, brown, four-legged, furry animals. Because
"Moo." the dog she saw fit these properties, she assimilated the dog into her cow
schema.
**If she were then told this was a dog that says "Bow-wow", she would either
form a new schema for dogs or add it to an existing schema she already had for
dogs.**
17. Forming Representing objects and actions, is how babies and children learn about them-
schemas selves and the world through their interactions with their bodies and the environ-
ment.
18. Conservation the cognitive ability to understand that objects or substances retain their proper-
ties of number or amounts even when their appearance, shape, or configuration
changes.
-Piaget discovered this develops at age 5 in the Concrete Operational Stage
(Preoperational children have not yet developed this).
-He also found that children develop conservation of number, length, mass,
weight, volume, and quantity at slightly different ages.
**Know logically that the amounts are equal regardless of container shape/ap-
pearance.
Study online at https://quizlet.com/_1ijkgg
1. Steps and Stages Birth to 1 month: Comprehend environment through reflexes
of the Sensori- 1-4 months: Primary Circular Reactions
motor Period of 4-8 months: Secondary Circular Reactions
Cognitive Devel- 8-12 months: Coordination Reactions
opment 12-18 months: Tertiary Circular Reactions
18-24 months: Early Representational Thought
2. Sensorimotor Pe- Infants comprehend environment through inborn reflexes (sucking and looking
riod of Cog- around them at their surroundings)
nitive Develop-
ment: Birth to 1
month
3. Sensorimotor Pe- Babies begin to coordinate their physical sensations with new schemas, i.e., men-
riod of Cog- tal constructs/concepts they form to represent elements of reality. For example,
nitive Devel- an infant might suck her thumb by chance and feel pleasure from the activity; in
opment: 1-4 the future, she will repeat thumb sucking because the pleasure is rewarding.
months
4. Sensorimotor Pe- Children also repeat rewarding actions, but now they are focused on things in the
riod of Cog- environment that they can affect, rather than just the child's own person.
nitive Devel- For example, once a baby learns to pick up an object and mouth it, s/he will repeat
opment: 4-8 this.
months
5. Sensorimotor Pe- (substage of the sensorimotor stage) Having begun repeating actions purposely
riod of Cog- to achieve environmental effects. They begin to further explore their surroundings.
nitive Devel- They frequently imitate others' observed behaviors and they more obviously
opment: 8-12 demonstrate intentional behaviors. They become able to combine schemas (men-
months tal constructs) to attain certain results. They also learn how to associate certain
objects with their properties.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
Example: Once they realize they can shake a rattle to make a sound, s/he will
deliberately shake the rattle to make the sound.
6. Sensorimotor Pe- Children begin experimenting in trial-and-error. Sounds to get attention of adults.
riod of Cog-
nitive Devel-
opment: 12-18
months
7. Sensorimotor Pe- Children begin representing objects and events with symbols. They begin to
riod of Cog- understand the world via not only actions, but mental operations.
nitive Devel-
opment: 18-24
months
8. Object Perma- Things will continue to exist even when they are out of sight. Piaget thought babies
nence generally developed this realization around 8-9 months old, though some may
be earlier or later. Researchers after Piaget found Obj. Permanence that babies
as young as 3 1/2 months old.
A sign that they have developed object permanence is when they search for the
object that has been hidden.
9. Piaget's Sensori- They learn through environmental input they receive through their senses; motor
motor Stage of actions they engage in; and through feedback they receive from their bodies and
Development Ex- the environment about their actions.
planation For example: A baby kicks his legs, sees his feet moving, and can make some ob-
jects move by touching or hitting them. They learn through repeated experiences
that when they through objects out of their cribs, their parents retrieve them. They
will seem to make a game of this, not to annoy parents, but as a way of learning
rules of cause and effect by repeating actions to see the same results.
10. Schema Piaget's proposal that we form mental constructs or concepts representing ele-
ments of the environment, beginning at infancy.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
*Does not represent an individual object, but a CATEGORY OR CLASS OF THINGS.
For example, a baby might form a schema representing "things to suck on,"
initially including her bottle, her thumb, and her pacifier.
11. Assimilation When we can fit something new into an exisiting schema
-The child in this example assimilates "Daddy's knee" into her schema of things
she can suck on when she discovers this action.
12. What happens That schema is either modified or you will create a new schema since it is classified
when something as a category.
new can not
be assimilated
into an existing
schema?
13. Piaget said Adaptation, i.e. adjusting to our environment through interacting with it.
ASSIMILATION
and
ACCOMMODA-
TION combined
constitute the
process of...
14. Assimilation + ac- adaptation & adjusting the environment and interacting with it.
commodation =
15. A toddler on an According to Piaget's theory of cognitive development, the explanation for this is
airplane sees a that the child had formed a schema, i.e., a mental construct, to represent men
nearby stranger about 5'8" with white hair and eyeglasses, based initially on his early knowledge
who is male, of two such men he knew, his grandfathers, and then extending to include other
about 5'8", with similar-appearing men, through the process of assimilation of new information
white hair and to an existing schema.
, PECT Module 1
Study online at https://quizlet.com/_1ijkgg
eyeglasses. Both -He didn't think that the stranger was named "Granddaddy". But rather, he
of his grandfa- labeled this name to anyone who matched this schema.
thers have these
same general ap-
pearances. He
murmurs to him-
self, "Hi Grand-
daddy."
16. A toddler sees a In this example, the toddler had seen cows in picture books, photos, or on a farm,
large, brown dog and learned to associate the sound "Moo" with cows, reinforced by the teaching
through the win- of toys, books, and adults.
dow and says, *She had formed a schema for large, brown, four-legged, furry animals. Because
"Moo." the dog she saw fit these properties, she assimilated the dog into her cow
schema.
**If she were then told this was a dog that says "Bow-wow", she would either
form a new schema for dogs or add it to an existing schema she already had for
dogs.**
17. Forming Representing objects and actions, is how babies and children learn about them-
schemas selves and the world through their interactions with their bodies and the environ-
ment.
18. Conservation the cognitive ability to understand that objects or substances retain their proper-
ties of number or amounts even when their appearance, shape, or configuration
changes.
-Piaget discovered this develops at age 5 in the Concrete Operational Stage
(Preoperational children have not yet developed this).
-He also found that children develop conservation of number, length, mass,
weight, volume, and quantity at slightly different ages.
**Know logically that the amounts are equal regardless of container shape/ap-
pearance.
