Review+Guidelines+ICD+ch+6 (1).docx

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Professor Mayhew

Review Guidelines Infant & Child Development Chapter 6 1. Why is Piaget’s theory of cognitive development considered to be general and constructivist? What does it mean that the stages are considered invariant and universal? 2. What are the 4 stages in Piaget’s theory, with which ages do the approximately correspond? 3. What are schemes (make sure you understand examples), how do they change over time? 4. Explain Piaget’s change processes: assimilation and accommodation (which make up adaptation), organization. What do they have to do with equilibrium? What is disequilibrium? 5. What is a ‘circular reaction’? What is the progression from reflexive schemes to mental representation? What are the six substages of the sensorimotor stage? What changes in each stage? 6. What is object permanence? How is it tested? What is theA-not-B error? 7. What results does testing with the violation-of-expectation paradigm say about object permanence? How does violation-of-expectation method generally work? 8. What is mental representation? How does mental representation allow for imitation, deferred imitation, and make-believe play? 9. How does imitation progress (general) from infancy to toddlerhood? 10. What is categorization? What is the difference between perceptual and conceptual categorization? When do children use either type of categorization? 11. Describe the core knowledge perspective of cognitive development. 12. Which core domains do core knowledge theorists distinguish? 13. How do core knowledge theorists test their theories of cognitive development? Make sure you’ve worked through several of the examples from the book or your notes. What types
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