Ch. 10 Test Guide

Ch. 10- Cognitive Development in Early Childhood
1. Define preoperational stage. Ages? Abilities?
2. Define symbolic function and pretend play.
3. Study the charts on pgs 256-257.
4. Understanding space (map vs action)
5. Define transduction. Give an example.
6. What is categorization/ classification? By what age can children classify according to shape or color?
7. Define animism, artificialism, verbal realism, moral realism,
8. Explain preoperational children's ability to understand number. Difference between ordinality and cardinality
9.  Define centration.
10. Define egocentrism. Explain Piaget's 3-mountain task
11. Define conservation. Review the chart on pg 261. Note how to question the child.
12. Define irreversibility. Give example
13. Define theory of mind. How does Piaget's research differ from more recent research?
14. Explain a preschooler's beliefs about thinking and dreams.
15. Provide an example of false beliefs and deception.  (candy/crayon example)
16. Provide an example of appearance vs reality test and ages for the results of the test.
17. What are some influences on theory of mind development?
18.  "Imaginary Companions" section on pg 264
19.  3 concepts for preschoolers to understand about death
20. Death in Disney films purpose and results
22. Principles of counting, counting errors

23. Identify the differences between preschools in China and the U.S.

24. Explain the Montessori method of schooling and its over all effectiveness.

25. Explain the Reggio Emilia approach to education. How is it different from the Montessori approach?

26. What is the goal of compensatory preschool programs like Project Head Start?

27. Identify the results of Project Head Start.

28. What prompted interest in the development of universal preschool in the U.S.?

29. Why has kindergarten become more like first grade?

30. What has been deemed important than the actual kindergarten program?

31. Identify influences on a child’s readiness for kindergarten.

32. Summarize what a child’s memory is like during the preoperational stage.

33. What is the theory of the information-processing approach? Define the terms.

34. Distinguish between sensory memory and working memory.

35. How is working memory related to executive function?

36. Define long-term memory. How is it linked to a central executive?

37. Distinguish between recognition and recall.

38. Identify and explain the three types of early childhood memories.

39. Why is there a slow arrival of autobiographical memory?

40. Identify influences on a child’s memory retention. Include the social interaction model.

41. What is the purpose of the psychometric approach?

42. Identify the purpose and procedure of the Stanford-Binet Intelligence Scale.

43. Identify the purpose and procedure of the Wechsler Preschool and Primary Scale of Intelligence test.

44. Identify several influences on measured intelligence.

45. Explain Vygotsky’s zone of proximal development.

46. How is scaffolding related to the ZPD? Explain.