TEXAS TEACHERS PPR REVIEW EXAM WITH 120
QUESTIONS & CORRECT ANSWESR
Piaget's Theory of Cognitive Development - ANSWER-a Swiss psychologist,
developed a theory of how cognition develops and changes over time. Piaget
proposed that a child's intellect progresses through four stages: 1. Sensorimotor
(birth to 2 years) 2. Preoperational (2 to 7 years) 3. Concrete operational (7 to 11
years) 4. Formal operational (11 years to adulthood) Children learn through active
interaction and manipulation of the environment. The stage the child is in
determines how they see the world. Piaget believed all students pass through the
stages in order and cannot skip any stage.
Schemes - ANSWER-Mental patterns that guide behavior; cognitive structures that
help children process and organize information to make sense of the environment
Assimilation - ANSWER-Understanding new experiences in terms of existing
schemes
Accommodation - ANSWER-Modifying existing schemes to fit new situations in
the environment. When old ways of dealing with the environment don't work, a
child modifies an existing scheme stimulated by new information or a new
experience
Adaptation - ANSWER-The process of adjusting schemes in response to the
environment through assimilation or accommodation. According to Piaget, this is
how learning occurs.
Equilibration - ANSWER-The process of restoring balance between present
understanding and new experiences. According to Piaget, learning depends on this
,process so it is important for teachers to confront students with new experiences or
data to advance their cognitive development.
Disequilibrium - ANSWER-7 of 124
Disequilibrium
An imbalance between what a child understands and what the child encounters
through new experiences.
Sensorimotor Stage - ANSWER-The earliest stage (birth to 2 years) of cognitive
development during which infants learn about the environment by using their
senses and motor skills. Children develop "object permanence" and progress from
reflexive behavior to goal-directed behavior.
Object Permanence - ANSWER-The fact that objects are physically stable and
exist even when the objects are not in the child's physical presence. This enables
the child to start using symbols to represent things in their minds so they can think
about them.
Preoperational Stage - ANSWER-The second stage (2 to 7 years) of cognitive
development in which children learn to represent things in their mind. During this
stage students develop the ability to use symbols to represent objects in the world.
Thinking remains egocentric and centered.
Egocentric - ANSWER-Believing that everyone sees the world as you do.
Conservation - ANSWER-The concept that certain properties of an object remain
the same regardless of changes in other properties.
Centration - ANSWER-Paying attention to only one aspect of an object or
situation; what is commonly called tunnel vision.
, Reversibility - ANSWER-The ability to perform a mental operation and then
reverse thinking to return to the starting point.
Class Inclusion - ANSWER-The ability to think simultaneously about a whole
class of objects and about relationships among subordinate classes; a framework
for thinking.
Concrete Operational Stage - ANSWER-The third stage (7 to 11 years) of
cognitive development in which children develop the capacity for logical reasoning
and understanding of conservation but can use the skills only in dealing with
familiar situations. New abilities include operations that are reversible. Thinking is
decentered, allowing them to understand that others may have different
perceptions, and problem solving is less restricted by egocentrism. Abstract
thinking is not possible.
Inferred Reality - ANSWER-The ability to understand stimuli in the context of
relevant information. Preschoolers see what they see with little ability to infer the
meaning behind what they see. Students in the concrete operational stage respond
to this and see things in the context of other meanings.
Seriation - ANSWER-Arranging objects in sequential order according to one
aspect, such as size, weight, volume, etc. This involves arranging things in a
logical progression such as from smallest to largest or shortest or tallest.
Transivity - ANSWER-A skill learned during the concrete operational stage in
which children can mentally arrange and compare objects. This is the ability to
infer a relationship between two objects on the basis of knowledge of their
respective relationships with a third object. (If a>b and b>c, then a>c)
QUESTIONS & CORRECT ANSWESR
Piaget's Theory of Cognitive Development - ANSWER-a Swiss psychologist,
developed a theory of how cognition develops and changes over time. Piaget
proposed that a child's intellect progresses through four stages: 1. Sensorimotor
(birth to 2 years) 2. Preoperational (2 to 7 years) 3. Concrete operational (7 to 11
years) 4. Formal operational (11 years to adulthood) Children learn through active
interaction and manipulation of the environment. The stage the child is in
determines how they see the world. Piaget believed all students pass through the
stages in order and cannot skip any stage.
Schemes - ANSWER-Mental patterns that guide behavior; cognitive structures that
help children process and organize information to make sense of the environment
Assimilation - ANSWER-Understanding new experiences in terms of existing
schemes
Accommodation - ANSWER-Modifying existing schemes to fit new situations in
the environment. When old ways of dealing with the environment don't work, a
child modifies an existing scheme stimulated by new information or a new
experience
Adaptation - ANSWER-The process of adjusting schemes in response to the
environment through assimilation or accommodation. According to Piaget, this is
how learning occurs.
Equilibration - ANSWER-The process of restoring balance between present
understanding and new experiences. According to Piaget, learning depends on this
,process so it is important for teachers to confront students with new experiences or
data to advance their cognitive development.
Disequilibrium - ANSWER-7 of 124
Disequilibrium
An imbalance between what a child understands and what the child encounters
through new experiences.
Sensorimotor Stage - ANSWER-The earliest stage (birth to 2 years) of cognitive
development during which infants learn about the environment by using their
senses and motor skills. Children develop "object permanence" and progress from
reflexive behavior to goal-directed behavior.
Object Permanence - ANSWER-The fact that objects are physically stable and
exist even when the objects are not in the child's physical presence. This enables
the child to start using symbols to represent things in their minds so they can think
about them.
Preoperational Stage - ANSWER-The second stage (2 to 7 years) of cognitive
development in which children learn to represent things in their mind. During this
stage students develop the ability to use symbols to represent objects in the world.
Thinking remains egocentric and centered.
Egocentric - ANSWER-Believing that everyone sees the world as you do.
Conservation - ANSWER-The concept that certain properties of an object remain
the same regardless of changes in other properties.
Centration - ANSWER-Paying attention to only one aspect of an object or
situation; what is commonly called tunnel vision.
, Reversibility - ANSWER-The ability to perform a mental operation and then
reverse thinking to return to the starting point.
Class Inclusion - ANSWER-The ability to think simultaneously about a whole
class of objects and about relationships among subordinate classes; a framework
for thinking.
Concrete Operational Stage - ANSWER-The third stage (7 to 11 years) of
cognitive development in which children develop the capacity for logical reasoning
and understanding of conservation but can use the skills only in dealing with
familiar situations. New abilities include operations that are reversible. Thinking is
decentered, allowing them to understand that others may have different
perceptions, and problem solving is less restricted by egocentrism. Abstract
thinking is not possible.
Inferred Reality - ANSWER-The ability to understand stimuli in the context of
relevant information. Preschoolers see what they see with little ability to infer the
meaning behind what they see. Students in the concrete operational stage respond
to this and see things in the context of other meanings.
Seriation - ANSWER-Arranging objects in sequential order according to one
aspect, such as size, weight, volume, etc. This involves arranging things in a
logical progression such as from smallest to largest or shortest or tallest.
Transivity - ANSWER-A skill learned during the concrete operational stage in
which children can mentally arrange and compare objects. This is the ability to
infer a relationship between two objects on the basis of knowledge of their
respective relationships with a third object. (If a>b and b>c, then a>c)
