PPR EC 12 EXAMINATION TEST COMPLETE
QUESTIONS AND CORRECT ANSWERS
◉ Assimilation. Answer: Understanding new experiences in terms of
existing schemes
◉ Accommodation. Answer: Modifying existing schemes to fit new
situations in the environment. When old ways of dealing with the
environment don't work, a child modifies an existing scheme stimulated
by new information or a new experience
◉ Adaptation. Answer: The process of adjusting schemes in response to
the environment through assimilation or accommodation. According to
Piaget, this is how learning occurs.
◉ Equilibration. Answer: The process of restoring balance between
present understanding and new experiences. According to Piaget,
learning depends on this process so it is important for teachers to
confront students with new experiences or data to advance their
cognitive development.
◉ Disequilibrium. Answer: An imbalance between what a child
understands and what the child encounters through new experiences.
,◉ Sensorimotor Stage. Answer: The earliest stage (birth to 2 years) of
cognitive development during which infants learn about the environment
by using their senses and motor skills. Children develop "object
permanence" and progress from reflexive behavior to goal-directed
behavior.
◉ Object Permanence. Answer: The fact that objects are physically
stable and exist even when the objects are not in the child's physical
presence. This enables the child to start using symbols to represent
things in their minds so they can think about them.
◉ Preoperational Stage. Answer: The second stage (2 to 7 years) of
cognitive development in which children learn to represent things in
their mind. During this stage students develop the ability to use symbols
to represent objects in the world. Thinking remains egocentric and
centered.
◉ Egocentric. Answer: Believing that everyone sees the world as you
do.
◉ Conservation. Answer: The concept that certain properties of an
object remain the same regardless of changes in other properties.
◉ Centration. Answer: Paying attention to only one aspect of an object
or situation; what is commonly called tunnel vision.
,◉ Reversibility. Answer: The ability to perform a mental operation and
then reverse thinking to return to the starting point.
◉ Class Inclusion. Answer: The ability to think simultaneously about a
whole class of objects and about relationships among subordinate
classes; a framework for thinking.
◉ Concrete Operational Stage. Answer: The third stage (7 to 11 years)
of cognitive development in which children develop the capacity for
logical reasoning and understanding of conservation but can use the
skills only in dealing with familiar situations. New abilities include
operations that are reversible. Thinking is decentered, allowing them to
understand that others may have different perceptions, and problem
solving is less restricted by egocentrism. Abstract thinking is not
possible.
◉ Inferred Reality. Answer: The ability to understand stimuli in the
context of relevant information. Preschoolers see what they see with
little ability to infer the meaning behind what they see. Students in the
concrete operational stage respond to inferred reality and see things in
the context of other meanings.
◉ Seriation. Answer: Arranging objects in sequential order according to
one aspect, such as size, weight, volume, etc. Seriation involves
arranging things in a logical progression such as from smallest to largest
or shortest or tallest.
, ◉ Transivity. Answer: A skill learned during the concrete operational
stage in which children can mentally arrange and compare objects.
Transitivity is the ability to infer a relationship between two objects on
the basis of knowledge of their respective relationships with a third
object. (If a>b and b>c, then a>c)
◉ Inversion. Answer: A mental transformation that requires reversible
thinking. (+X is reversed by -X)
◉ Reciprocity. Answer: A mental transformation that requires reversible
thinking. (MM)
◉ Vygotsky's Theory of Cognitive Development. Answer: Lev
Vygotsky, a Russian psychologist, developed a theory of cognitive
development based on two key ideas. He proposed children understand
the world based on social interactions within their culture and the sign
systems that represent ideas. These systems include symbols used to
think, solve problems, and communicate. Vygotsky's theory highlights
the socio-cultural nature of learning.
◉ Self-regulation. Answer: According to Vygotsky's theory, self-
regulation is the ability to think and solve problems without the help of
others. Learning is a social process and learning occurs when self-
regulation is achieved.
QUESTIONS AND CORRECT ANSWERS
◉ Assimilation. Answer: Understanding new experiences in terms of
existing schemes
◉ Accommodation. Answer: Modifying existing schemes to fit new
situations in the environment. When old ways of dealing with the
environment don't work, a child modifies an existing scheme stimulated
by new information or a new experience
◉ Adaptation. Answer: The process of adjusting schemes in response to
the environment through assimilation or accommodation. According to
Piaget, this is how learning occurs.
◉ Equilibration. Answer: The process of restoring balance between
present understanding and new experiences. According to Piaget,
learning depends on this process so it is important for teachers to
confront students with new experiences or data to advance their
cognitive development.
◉ Disequilibrium. Answer: An imbalance between what a child
understands and what the child encounters through new experiences.
,◉ Sensorimotor Stage. Answer: The earliest stage (birth to 2 years) of
cognitive development during which infants learn about the environment
by using their senses and motor skills. Children develop "object
permanence" and progress from reflexive behavior to goal-directed
behavior.
◉ Object Permanence. Answer: The fact that objects are physically
stable and exist even when the objects are not in the child's physical
presence. This enables the child to start using symbols to represent
things in their minds so they can think about them.
◉ Preoperational Stage. Answer: The second stage (2 to 7 years) of
cognitive development in which children learn to represent things in
their mind. During this stage students develop the ability to use symbols
to represent objects in the world. Thinking remains egocentric and
centered.
◉ Egocentric. Answer: Believing that everyone sees the world as you
do.
◉ Conservation. Answer: The concept that certain properties of an
object remain the same regardless of changes in other properties.
◉ Centration. Answer: Paying attention to only one aspect of an object
or situation; what is commonly called tunnel vision.
,◉ Reversibility. Answer: The ability to perform a mental operation and
then reverse thinking to return to the starting point.
◉ Class Inclusion. Answer: The ability to think simultaneously about a
whole class of objects and about relationships among subordinate
classes; a framework for thinking.
◉ Concrete Operational Stage. Answer: The third stage (7 to 11 years)
of cognitive development in which children develop the capacity for
logical reasoning and understanding of conservation but can use the
skills only in dealing with familiar situations. New abilities include
operations that are reversible. Thinking is decentered, allowing them to
understand that others may have different perceptions, and problem
solving is less restricted by egocentrism. Abstract thinking is not
possible.
◉ Inferred Reality. Answer: The ability to understand stimuli in the
context of relevant information. Preschoolers see what they see with
little ability to infer the meaning behind what they see. Students in the
concrete operational stage respond to inferred reality and see things in
the context of other meanings.
◉ Seriation. Answer: Arranging objects in sequential order according to
one aspect, such as size, weight, volume, etc. Seriation involves
arranging things in a logical progression such as from smallest to largest
or shortest or tallest.
, ◉ Transivity. Answer: A skill learned during the concrete operational
stage in which children can mentally arrange and compare objects.
Transitivity is the ability to infer a relationship between two objects on
the basis of knowledge of their respective relationships with a third
object. (If a>b and b>c, then a>c)
◉ Inversion. Answer: A mental transformation that requires reversible
thinking. (+X is reversed by -X)
◉ Reciprocity. Answer: A mental transformation that requires reversible
thinking. (MM)
◉ Vygotsky's Theory of Cognitive Development. Answer: Lev
Vygotsky, a Russian psychologist, developed a theory of cognitive
development based on two key ideas. He proposed children understand
the world based on social interactions within their culture and the sign
systems that represent ideas. These systems include symbols used to
think, solve problems, and communicate. Vygotsky's theory highlights
the socio-cultural nature of learning.
◉ Self-regulation. Answer: According to Vygotsky's theory, self-
regulation is the ability to think and solve problems without the help of
others. Learning is a social process and learning occurs when self-
regulation is achieved.
