PIAGET
PIAGET #2
VYGOTSKY
VYGOTSKY
CLASSICAL CONDITIONING
100
Constructivism
A theoretical perspective that proposes that learners construct a body of knowledge from their experiences – knowledge that may or may not be an accurate representation of external reality. Adherents to this perspective are called constructivists.
100
Cognitive development
Vygotsky believed that the adults in a society foster children’s___________________ in an intentional and somewhat systematic manner. They continually engage children in meaningful and challenging activities and help them perform those activities successfully.
100
Zone of proximal development (ZPD)
In Vygotsky's theory, the range of tasks between one's actual developmental level and one's level of potential development – that is, the range of tasks that one cannot yet perform independently but can perform with the help and guidance of others.
100
Unconditioned stimulus (UCS)
A stimulus that, without prior learning, elicits a particular response.
200
Scheme
In Piaget's theory, an organized group of similar actions or thoughts.
200
Concrete operational stage (6 or 7 until about 11 or 12 years of age)
What stage? Adult logic appears but is limited to reasoning about concrete reality
200
Internalization
Complex mental processes begin as social activities; as children develop, they gradually internalize these processes and begin to use them independently. In Vygotsky's theory, the process through which social activities evolve into mental activities.
200
Guided participation
Giving a child the necessary guidance and support to perform an activity in the adult world.
200
Neutral stimulus
A stimulus that does not elicit any particular response.
300
Assimilation
In Piaget's theory, dealing with a new event in a way that is consistent with an existing scheme. Ex. The 13 year old readily label a new classmate as being either a dork or awesome.
300
Preoperational stage (2 until about 6 or 7 years old)
What stage? Preoperational stage (2 until about 6 or 7 years old) Schemes now represent objects beyond a Childs immediate view, but the child does not yet reason in logical, adult like ways.
300
Thought and language
_______ and _______become increasingly interdependent in the first few years of life. Vygotsky proposed that _____ and ______ are separate functions for infants and young toddlers.
300
Scaffolding
A support mechanism, provided by a more competent individual, that helps a learner successfully perform a task within his or her zone of proximal development.
300
Unconditioned response (UCR)
A response that, without prior learning, is elicited by a particular stimulus.
400
Accommodation
In Piaget's theory, dealing with a new event by either modifying an existing scheme or forming a new one. Ex. The 13 year old changes her existing scheme of style based on the fashion changes.
400
Formal operations stage (11 or 12 through adulthood)
What stage? Formal operations stage (11 or 12 through adulthood) Logical reasoning as well as to concrete objects.
400
Actual developmental level
In Vygotsky's theory, the extent to which one can successfully perform a task independently.
400
Cognitive apprenticeship
A mentorship in which a teacher and a student work together to accomplish a challenging task or solve a difficult problem; in the process, the teacher provides guidance about how to think about the task or problem.
400
Conditioned response (CR)
A response that, through classical conditioning, begins to be elicited by a particular stimulus.
500
equilibrium
According to Piaget, when children can comfortably explain new events with existing schemes, they are in a state of
500
knowledge understanding
Assimilation and accommodation both work hand in hand as children develop their ___________ and _________ of the world.
500
Level of potential development
In Vygotsky's theory, the extent to which one can successfully execute a task with the assistance of a more competent individual.
500
VYGOTSKY!
___________believed that the adults in a society foster children’s cognitive development in an intentional and somewhat systematic manner. They continually engage children in meaningful and challenging activities and help them perform those activities successfully.
500
Conditioned stimulus (CS)
A stimulus that, through classical conditioning, begins to elicit a particular response.
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