CHAPTER: 02 (Part 02) | Development Stages and Theories

Private Speech

• a) Silent thinking

• b) Self-talk that guides thinking and action

• c) Social interactions

• d) Emotional regulation techniques

Transformation

• a) Ability to mentally trace process changes

• b) Ability to focus on all aspects of an object

• c) Ability to record the process of moving from one state to another

• d) Ability to understand objects change

Zones of Proximal Development

• a) Tasks children can do independently

• b) Tasks children cannot yet do alone but can accomplish with help

• c) Emotional regulation techniques

• d) Social interactions

Centration

• a) Ability to focus on all aspects of an object or event

• b) Tendency to focus on the most obvious aspect and ignore others

• c) Understanding quantity remains the same

• d) Understanding objects exist out of sight

Reversibility

• a) Ability to mentally trace process changes

• b) Ability to return to a previous state

• c) Ability to focus on all aspects of an object

• d) Ability to understand quantity remains the same

Scaffolding

• a) Independent learning

• b) Assistance that helps children complete tasks they cannot do alone

• c) Social interactions

• d) Emotional regulation techniques

Semantics

• a) Study of sentence structure

• b) Study of word meanings

• c) Social interactions

• d) Emotional regulation

Neo-Piagetian Theories of Development

• a) Emphasizes genetic changes in the brain

• b) Combines Piaget's insights with information processing

• c) Focuses on physical development stages

• d) Examines emotional development stages

Overgeneralization

• a) Using a word too narrowly

• b) Using a word to refer to a broader class of objects than appropriate

• c) Social interaction

• d) Emotional regulation technique

Undergeneralization

• a) Using a word to refer to a broader class of objects

• b) Using a word too narrowly

• c) Social interaction

• d) Emotional regulation technique