Study Guide
Chapter 5: Cognitive Development
Piaget & Vygotsky/ Beyond Piaget
1. According to Piaget, what is a scheme? What is cognitive equilibrium?
2. What is the difference between assimilation and accommodation?
3. What does Piaget believe is the primary motive for learning?
4. What are the primary building blocks of sensorimotor learning? What is the difference
between a reflex and a habit (acquired adaptation)?
5. According to Piaget, what is a circular reaction? What is the difference in focus among
primary, secondary, and tertiary circular reactions? At what ages does the baby move from
primary to secondary and from secondary to tertiary?
6. With what type of schemes does the infant begin the sensorimotor period?
7. At what sensorimotor sub-stage does intentional behavior appear? (At about what month of
age?) What is the evidence of intentionality?
8. What is Piaget's concept of object permanence? Using his experimental techniques, how old
must an infant be to search for a hidden object? How do other researchers disagree about the
ages at which infants show evidence of object permanence? What type of experimental
measures do they use? What is the A – not-B search error? Does object permanence happen all
at once? What does a 3-4 month old infant reaching for a toy after the lights have gone out
indicate? What is the earliest that researchers have suggested that infants understand object
permanence?
9. What is the most important transition in Sensorimotor Substage 6? What is one cognitive
ability that it might require? What is the evidence of this ability according to Piaget? What
ability does the performance of deferred imitation indicate? What are other indications of mental
representations at this age?
10. At what ages have some other researchers found infants to show evidence of memory?
11. What is the core knowledge perspective and what knowledge domains are involved?
Preoperational Stage
12. What can the pre-operational child do or what characteristics does he/she have that the
sensorimotor child does not? What abilities will the child gain during this stage? What is the
primary limitation to thinking at this age?
13. In what four areas will the child show gains during this stage?
14. What are three characteristics of the symbolic function substage? Describe egocentrism,
animism, and magical beliefs?
15. Describe intuitive thought. What question does the child often ask during the intuitive
thought substage? What question can he not answer? What are functionality and identity?
16. What is the primary task that Piaget found children could not do at this stage? What are the
reasons why they cannot do this task? What are reversibility and centration? (Concrete
operational children can do this task.) What are the four conservation tasks?
17. Piaget’s critics argued that children in the preoperational stage are not egocentric. What did
they think was the problem that caused Piaget to conclude that they are? Why was the “threemountains” experiment a problem? [From the video: What does the “hide the policeman” task
show?]
18. What are the two summary criticisms of Piaget’s theory of young children’s (Stages 1 & 2)
cognitive development? [From the video: What is a criticism specific to conservation tasks?
How do the “naughty teddy” and “chipped glass” testing conditions illustrate this? Why might
the “class inclusion” tasks be difficult for them? ]
Concrete Operational Stage
19. What cognitive abilities or characteristics does the concrete operational child have that the
pre-operational child did not?
20. What is he or she lacking that the formal operational thinker has? What is the limitation on
this child’s ability to reason?
21. What task is still difficult for the child at this stage? What is de-centering, and what task
does it enable the child to do?
22. What is horizontal decalage?
Formal Operational Thought
23. What kind of thinking is included here that is not at any previous stage? What are the two
major features or characteristics of formal operational thought?
24. Describe hypothetico-deductive reasoning and propositional thought?
25. What is Piaget’s pendulum problem, and what is it a test of?
26. What are some consequences of formal operational thought? (Do not confuse these with the
major characteristics of this type of thought.) What are some characteristics of the adolescent
abstract thinker?
27. Describe adolescent egocentrism, the imaginary audience, and the personal fable including
adolescent invincibility.
28. Do adults all reach formal operational thought? What evidence shows this? Who is most
likely to achieve it and in what areas?
29. What did Piaget recommend for education? What is constructivist learning? Why are most
of his recommendations not used? What assumption of his stage theory is ignored?
30. What are some additional criticisms of Piaget?
Beyond Piaget
31. How did Labouvie-Vief’s theory describe pragmatic thought? Did she believe that it was
more advanced thought than Piaget’s Formal Operational thought? She called it “postformal
thought,” but is it part of Piaget’s theory? Is it related to postmodern thought?
What is the
difference between dualism and relativism?
32. “Postformal thought” may be simply a different in what or what, rather than a difference in
type of reasoning? How would Piaget have viewed this type of thinking?
33. What are the characteristics of Formal Operational Thought, and what systems does it
underpin? How is postmodern thought in opposition to this?
34. What is Perry’s adaptive cognition? He says that we transition from dualism to relativism in
college? Does he imply that relativism is a “higher order” thought process? What are two
explanations for why this might happen in college?
35. According to Schaie, how do the purposes of our thinking change during life?
Cognitive Development: Thinking
36. Why might Piaget object to the whole concept of post formal thought? Which one is
traditionally more characteristic of Western thinking? Which one is the basis for science and
theistic religions?
37. What were the premodern assumptions about God and the supernatural, human beings, the
physical world and truth? Where does the meaning of life come from?
38. In the transition from Premodern to Modern, what happened to assumptions about the
supernatural? What replaced religion and the sovereignty of God? What is deism?
39. What is materialism? What is utilitarian morality?
40. How did relativism grow out of existentialism?
41. What is reality in postmodernism? Describe order.
42. Describe “cultural suicide.”
43. Who was Vygotsky? What did he say was the primary way in which children learn?
According to his theory, might we teach children how to think as well as what to think?
44. What is a Zone of Proximal Development and what is scaffolding? What did Vygotsky
believe about private speech? What did Vygotsky stress for education? How does this compare
and contrast to Piaget’s advice?