PPR EC-12 (VIA TEXAS TEACHERS) QUESTIONS
AND ANSWERS UPDATED 2024-2025.
Piaget's Theory of Cognitive Development ANS -1. Sensorimotor (birth to 2 years) 2. Preoperational (2
to 7 years) 3. Concrete operational (7 to 11 years) 4. Formal operational (11 years to adulthood)
Children learn through active interaction and manipulation of the environment. The stage the child is in
determines how they see the world. Piaget believed all students pass through the stages in order and
cannot skip any stage.
Schemes ANS -Mental patterns that guide behavior; cognitive structures that help children process and
organize information to make sense of the environment
Assimilation ANS -Understanding new experiences in terms of existing schemes
Accommodation ANS -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 ANS -The process of adjusting schemes in response to the environment through
assimilation or accommodation. According to Piaget, this is how learning occurs.
Equilibration ANS -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 ANS -An imbalance between what a child understands and what the child encounters
through new experiences.
Sensorimotor Stage ANS -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 ANS -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 ANS -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 ANS -Believing that everyone sees the world as you do.
Conservation ANS -The concept that certain properties of an object remain the same regardless of
changes in other properties.
Centration ANS -Paying attention to only one aspect of an object or situation; what is commonly called
tunnel vision.
Reversibility ANS -The ability to perform a mental operation and then reverse thinking to return to the
starting point.
Class Inclusion ANS -The ability to think simultaneously about a whole class of objects and about
relationships among subordinate classes; a framework for thinking.
Concrete Operational Stage ANS -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 ANS -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.
AND ANSWERS UPDATED 2024-2025.
Piaget's Theory of Cognitive Development ANS -1. Sensorimotor (birth to 2 years) 2. Preoperational (2
to 7 years) 3. Concrete operational (7 to 11 years) 4. Formal operational (11 years to adulthood)
Children learn through active interaction and manipulation of the environment. The stage the child is in
determines how they see the world. Piaget believed all students pass through the stages in order and
cannot skip any stage.
Schemes ANS -Mental patterns that guide behavior; cognitive structures that help children process and
organize information to make sense of the environment
Assimilation ANS -Understanding new experiences in terms of existing schemes
Accommodation ANS -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 ANS -The process of adjusting schemes in response to the environment through
assimilation or accommodation. According to Piaget, this is how learning occurs.
Equilibration ANS -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 ANS -An imbalance between what a child understands and what the child encounters
through new experiences.
Sensorimotor Stage ANS -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 ANS -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 ANS -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 ANS -Believing that everyone sees the world as you do.
Conservation ANS -The concept that certain properties of an object remain the same regardless of
changes in other properties.
Centration ANS -Paying attention to only one aspect of an object or situation; what is commonly called
tunnel vision.
Reversibility ANS -The ability to perform a mental operation and then reverse thinking to return to the
starting point.
Class Inclusion ANS -The ability to think simultaneously about a whole class of objects and about
relationships among subordinate classes; a framework for thinking.
Concrete Operational Stage ANS -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 ANS -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.
