Unit 1 AOS 1 Psych - Piaget

Cognition can be summarised as the ability to

• coordinate movements and therefore effectively carry out tasks

• have a good memory

• produce logical thoughts as well as appropriately interpret and organise information

• have good conversation with others.

Mental representations of concepts which are developed through experience are known as

• assimilations

• schemas

• cognitive models

• mental models

Jay has grown up watching her dad play guitar in his band. She knows that guitars have strings which you strum to make music. On her first day of primary school, she watches Yr 6 students strum on what she thinks is a mini guitar. However when they strum she is confused as to why the mini guitar sounds different to her dad's guitar. When she asks the students why it sounds different they tell her they are actually playing ukeleles. Due to this, she learns that ukeleles are different to guitars.

Which of the following cognitive processes occurred for Jay in this scenario?

• schema adaption

• accommodation

• assimilation

• cognitive dissonance

Which of the following most accurately describes the processes of assimilation and accommodation?

• Assimilation: making changes to an existing schema due to new information challenging its boundaries.

  Accommodation: Incorporating new information into a schema.

• Assimilation: Learning new information which restructures an existing schema.

  Accommodation: Challenging the boundaries of an existing schema.

• Assimilation: Incorporating new information into an existing schema.

  Accommodation: Restructuring a pre-existing schema in order to fit in new information.

• Assimilation: Learning new cognitive abilities.

  Accommodation: Losing old cognitive abilities.

Which of the following correctly lists appropriate accomplishments achieved by the end of each of Piaget's stages?

• Sensorimotor: Abstract thought

  Preoperational: Overcoming of centration

  Concrete operational: Understands reversibility

  Formal operational: Overcoming of egocentrism

• Sensorimotor: Goal-directed behaviour

  Preoperational: Overcoming of egocentrism

  Concrete operational: classification

  Formal operational: Abstract thought

• Sensorimotor: classification

  Preoperational: Understand object permanence

  Concrete operational: Perform simple mathematical operations

  Formal operational: Overcoming of centration

• Sensorimotor: Understand object permanence

  Preoperational: Understands reversibility

  Concrete operational: Logical thought

  Formal operational: classification

A difference between concrete and symbolic thought is that

• concrete thought is more sophisticated than symbolic thought.

• concrete thought is developed later in the lifespan than symbolic thought.

• concrete thought involves the interpretation of tangible objects whereas symbolic thought involves the ability to represent concepts with symbols and words.

• concrete thought involves literal thinking whereas symbolic thought involves the ability to interpret tangible objects.

Object permanence involves

• detecting objects using the senses.

• never looking away from novel objects.

• performing behaviours to meet planned goals.

• understanding that an object still exists when it is unable to be detected by the senses.

The sensorimotor stage

• occurs from age zero to two and involves the use of senses to explore the environment.

• occurs from age nine and involves the use of senses to explore the environment.

• occurs from age zero to two and involves the ability to represent concepts with symbols and words.

• occurs from age twelve and involves being able to produce abstract thought.

Mr Marshall is a primary school, grade-three teacher who is developing part of his teaching curriculum. The children he teaches are in the concrete operational stage. The most appropriate things for Mr Marshall to include in this curriculum are

• class discussions about morals and how they may influence your spiritual beliefs.

• class discussions on the difference between different food groups and the different physical features each food group has.

• class discussions about why being a vegan is ethical.

• algebra and Pythagoras' theorum.

The correct sequence of the stages of cognitive development

described in Piaget’s theory is

• sensorimotor, concrete operational, pre-operational,

  formal operational.

• sensorimotor, formal operational, concrete operational,

  pre-operational.

• sensorimotor, pre-operational, concrete operational,

  formal operational.

• pre-operational, sensorimotor, formal operational,

  concrete operational.