front 1 Assimilation | back 1 taking in new information or experiences and incorporating them into our exsisting ideas |
front 2 Accomodation | back 2 altering one's existing ideas as a result of new information or new experiences |
front 3 Stage one: Sensori motor-birth to 2 years | back 3 object permanence and goal direct behaviour |
front 4 Stage two:pre operational-2 to 7 years | back 4 conservation not achieved, centration, transformation, egocentrism (develops in this stage) and animism |
front 5 Stage three: Concrete operational | back 5 7 to 12 years |
front 6 Stage three: Concrete operational | back 6 conservation achieved, reversability and classification |
front 7 Stage three: Concrete operational- | back 7 Logical thinking and abstract thinking |
front 8 Object permenance | back 8 the knowledege that objects continue to exsist even if they cant be seen |
front 9 goal directed behaviour | back 9 to try to achieve something with purpose |
front 10 centration | back 10 the ability to focus on only one aspect of a stimulus at a time. it is the reason children at this age get conservation tasks incorrect |
front 11 egocentrism | back 11 the inability to see things from someone else's perspective |
front 12 conservation | back 12 the understanding that an object remains the same even if the appearance changes |
front 13 animism | back 13 the tendancy to believe that all things have a consciousness |
front 14 classification | back 14 the ability to group things together according to simular features |
front 15 reversability | back 15 the ability to trace things back to their original starting point |
front 16 logical thinking | back 16 ability to plan and to solve problems |
front 17 abstract thinking | back 17 ability to think about and understand concepts without acctually seeing them |
front 18 Birth through ages 18-24 months | back 18 Sensorimotor Stage |
front 19 Sensorimotor Stage | back 19 infants are only aware of what is immediately in front of them. |
front 20 Between ages 7 and 9 months, | back 20 infants begin to realize that an object exists even if it can no longer be seen. |
front 21 Sensorimotor Stage | back 21 After infants start crawling, standing, and walking, their increased physical mobility leads to increased cognitive development |
front 22 (18-24 months), | back 22 infants reach another important milestone -- early language development, |
front 23 Preoperational Stage | back 23 toddler through age 7 |
front 24 Preoperational Stage | back 24 toddler through age 7 |
front 25 Preoperational Stage | back 25 develop memory and imagination |
front 26 Preoperational Stage | back 26 understand the difference between past and future |
front 27 Preoperational Stage | back 27 engage in make-believe. |
front 28 Preoperational Stage | back 28 thinking is based on intuition and still not completely logical. |
front 29 Preoperational Stage | back 29 cannot yet grasp more complex concepts such as cause and effect, time, and comparison. |
front 30 Preoperational Stage | back 30 understand the difference between past and future |
front 31 Concrete Operational Stage | back 31 ages 7 to 11 |
front 32 Concrete Operational Stage | back 32 demonstrate logical, concrete reasoning. |
front 33 Concrete Operational Stage | back 33 Children's thinking becomes less egocentric and they are increasingly aware of external events. |
front 34 Concrete Operational Stage | back 34 begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality. |
front 35 Formal Operational Stage | back 35 are able to logically use symbols related to abstract concepts, such as algebra and science |
front 36 Formal Operational Stage | back 36 11-plus |
front 37 Formal Operational Stage | back 37 can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. |
front 38 Formal Operational Stage | back 38 ponder abstract relationships and concepts such as justice. |
front 39 Formal Operational Stage | back 39 the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge. |