Module 44 Vocab

all the mental activities associated with thinking, knowing, remembering, and communicating.

a concept or framework that organizes and interprets information.

interpreting our new experiences in terms of our existing schemas.

adapting our current understandings (schemas) to incorporate new information

biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience

all the mental activities associated with thinking, knowing, remembering, and communicating.

a concept or framework that organizes and interprets information.

a framework that offers children temporary support as they develop higher levels of thinking.

stage during which infants know the world mostly in terms of their sensory impressions and motor activities.

people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

interpreting our new experiences in terms of our existing schemas.

the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

a concept or framework that organizes and interprets information.

a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors.

adapting our current understandings (schemas) to incorporate new information

a framework that offers children temporary support as they develop higher levels of thinking.

the preoperational child’s difficulty taking another’s point of view.

interpreting our new experiences in terms of our existing schemas.

the awareness that things continue to exist even when not perceived.

adapting our current understandings (schemas) to incorporate new information

stage during which infants know the world mostly in terms of their sensory impressions and motor activities.

all the mental activities associated with thinking, knowing, remembering, and communicating.

the stage of cognitive development (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

stage of cognitive development (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

stage during which infants know the world mostly in terms of their sensory impressions and motor activities.

stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

the awareness that things continue to exist even when not perceived.

stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

a framework that offers children temporary support as they develop higher levels of thinking.

biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience

the awareness that things continue to exist even when not perceived.

a concept or framework that organizes and interprets information.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

all the mental activities associated with thinking, knowing, remembering, and communicating.

a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors.

a framework that offers children temporary support as they develop higher levels of thinking.

people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

that properties such as mass, volume, and number remain the same despite changes in the forms of objects

in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.