Cognition involves our ability to

• feel and understand others’ emotions and relationships
• think, reason, understand and rememberinformation
• adjust and regulate our motor skills
• engage in language processes

The order of Piaget’s developmental stages can be described as

• sensorimotor, sensorineural, formal operations,concrete operations
• preoperational, formal operations,sensorineural, sensorimotor
• sensorimotor, preoperational, concrete operations, formal operations
• preoperational, formal operations, concrete operations,sensorineural

The key characteristics of the stage of ‘formal operations’ stage include

• the ability to engage in abstract thought, deductive & inductive reasoning
• the ability to engage in conservational thinking
• symbolic thought and language
• goal directed or intentional action

According to Piaget, the way we use new information to form a new mental model is referred to as

• disequilibrium
• adaptation
• schema
• accommodation

Piaget contended that children develop cognitively as a consequence of maturation and

• using a wide range of visual material
• interaction with their environment
• socialising with friends
• improved language skills

Constructivist pedagogical strategies usually centre on

• reasoning logically and systematically
• explicit teaching
• discovery, inquiry and project-based learning
• teaching to avoid errors

In educational terms, scaffolding can be described as

• a mental tool
• internalisation
• cognitive development
• a learning support that is later removed

Teachers should encourage students’ use of private speech

• True
• False

Piaget’s work focused on the individual & Vygotsky’s work focused on the impact of sociohistorical/cultural factors

• True
• False

The distance between what children can do unassisted & what they can do with help of others is an important concept in

• intentional action
• the zone of proximal development
• animism
• egocentrism