PSYC 520- Exam 2 Questions With
Correct Answers
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)
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
- |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)
the |experimenter |moves |one |stick |to |the |right, |then |asks |the |child |if |they |are |
equal |in |length
Different |types |of |Conservation
- |Length |(preoperational |child's |answer)
no, |the |one |on |the |top |is |longer
Contributions |of |Piaget's |Theory
- |highlighted |the |stages |of |cognitive |development |in |children
- |emphasized |that |children |actively |construct |knowledge |through |interactions |
with |their |environment |- |- |introduced |key |concepts |like |schema, |assimilation, |
accommodation, |and |stages |lie |sensorimotor |and |preoperational
Criticisms |of |Piaget's |Theory
- |underestimated |children's |cognitive |abilities |and |the |role |of |social |and |
cultural |influences
- |development |may |be |more |continuous |rather |than |stage-like
- |lacked |attention |to |variability |among |individual |children
Piaget
- |focused |on |individual |cognitive |development |through |interaction |with |the |
physical |environment, |emphasizing |stages |of |development |(sensorimotor, |
preoperational, |etc.). |He |believed |learning |follows |development
Vygotsky
- |emphasized |the |role |of |social |and |cultural |interaction |in |cognitive |
development, |with |a |focus |on |the |Zone |of |Proximal |Development |(ZPD) |and |
scaffolding. |He |believed |development |follows |learning |through |social |
interactions.
Zone |of |Proximal |Development |(ZPD)
- |range |of |tasks |that |are |too |difficult |for |the |child |to |master |alone |but |that |can |
be |learned |with |guidance |and |assistance |of |adults |or |more |skilled |children
Scaffolding
support |provided |by |a |teacher |or |more |knowledgeable |other |to |help |the |
learner |progress |through |the |ZPD |until |they |can |perform |tasks |independently
Correct Answers
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)
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
- |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)
the |experimenter |moves |one |stick |to |the |right, |then |asks |the |child |if |they |are |
equal |in |length
Different |types |of |Conservation
- |Length |(preoperational |child's |answer)
no, |the |one |on |the |top |is |longer
Contributions |of |Piaget's |Theory
- |highlighted |the |stages |of |cognitive |development |in |children
- |emphasized |that |children |actively |construct |knowledge |through |interactions |
with |their |environment |- |- |introduced |key |concepts |like |schema, |assimilation, |
accommodation, |and |stages |lie |sensorimotor |and |preoperational
Criticisms |of |Piaget's |Theory
- |underestimated |children's |cognitive |abilities |and |the |role |of |social |and |
cultural |influences
- |development |may |be |more |continuous |rather |than |stage-like
- |lacked |attention |to |variability |among |individual |children
Piaget
- |focused |on |individual |cognitive |development |through |interaction |with |the |
physical |environment, |emphasizing |stages |of |development |(sensorimotor, |
preoperational, |etc.). |He |believed |learning |follows |development
Vygotsky
- |emphasized |the |role |of |social |and |cultural |interaction |in |cognitive |
development, |with |a |focus |on |the |Zone |of |Proximal |Development |(ZPD) |and |
scaffolding. |He |believed |development |follows |learning |through |social |
interactions.
Zone |of |Proximal |Development |(ZPD)
- |range |of |tasks |that |are |too |difficult |for |the |child |to |master |alone |but |that |can |
be |learned |with |guidance |and |assistance |of |adults |or |more |skilled |children
Scaffolding
support |provided |by |a |teacher |or |more |knowledgeable |other |to |help |the |
learner |progress |through |the |ZPD |until |they |can |perform |tasks |independently
