Which of the following is an accomplished in Piagets concrete operational stage quizlet?
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Hurley 1,967 solutions Myers' Psychology for AP2nd EditionDavid G Myers 900 solutions Piaget's theory in which the child understands that changing the form of a substance or object does not change its amount, overall volume, or mass. The ability to understand that objects stay the same in weight, volume, and other properties despite changes in shape or appearance. The understanding that something stays the same in quantity even though its appearance changes. It is the ability to understand that redistributing material does not affect its mass, number, volume or length. Involves both reversibility and a realization that objects can have multiple properties. A tall glass, for example, may hold less than a short glass because the short glass is wider. This accomplishment occurs during the concrete operational stage of development between ages 7 and 11. You can often see the lack of conservation in children when there are several different sizes of juice on a table and they choose the glass that is the tallest because they perceive it as having more juice inside of it (even though the tallest glass may also be the thinnest). All the glasses may have the same amount of juice in them, but children who haven't accomplished conservation will perceive the tall glass as being most full. Conservation of mass usually develops first, followed by conservation of weight and volume. Gardner argued that there are many intelligences, not only one, including bodily talents as expressed through dancing or gymnastics. Each intelligence is presumed to have its neurological base in a different part of the brain. Each is an inborn talent that must be developed through educational experiences if it is to be expressed. Intelligence reflects more than academic ability. Each kind differs in quality and the various intelligences based in different areas of the brain can overlap. Three of them are verbal ability, logical-mathematical reasoning, and spatial intelligence (visual-spatial skills). He also includes bodily-kinaesthetic intelligence (empathy and ability to relate to others), personal knowledge (self-insight) and existential intelligence which involves dealing with large philosophical life issues The nine different intelligences are linguistic, logical-mathematical, naturalist, spatial, bodily-kinaesthetic, musical, interpersonal, interpersonal, and existential. The IQ scores of identical (monozygotic [MZ]) twins are more alike than the scores for any other pairs, even when the twins have been reared apart. The average correlation for MZ twins reared together is +0.85; for those reared apart, it is +0.67. Correlations between the IQ scores of fraternal (dizygotic [DZ]) twins, siblings, and parents and children are generally comparable, as is their degree of genetic relationship. The correlations tend to vary from about +0.40 to +0.59. Correlations between the IQ scores of children and their natural parents (+0.48) are higher than those between children and their adoptive parents (+0.18). Correlations are higher between people who are more closely related, yet people who are reared together have more similar IQ scores than people who are reared apart. Such findings suggest that both genetic and environmental factors contribute to IQ scores. Genetic pairs (such as MZ twins) reared together show higher correlations between IQ scores than similar genetic pairs (such as other MZ twins) who were reared apart. This finding holds for MZ twins, siblings, parents, children, and unrelated people. For this reason, the same group of studies that suggests that heredity plays a role in determining IQ scores also suggests that the environment plays a role. By the age of 6, the child's vocabulary has expanded to 10,000 words, give or take a few thousand. By 7-9 years of age, most children realize that words can have different meanings, and they become entertained by riddles and jokes that require semantic sophistication. By the age of 8 or 9, children are able to form "tag questions," in which the question is tagged on to the end of a declarative sentence. Ex:. "You want more ice cream, don't you?" Children also make subtle advances in articulation and in their capacity to use complex grammar. Preschool-age children have difficulty understanding passive sentences, such as "The truck was hit by the car," but children in the middle years have less difficulty interpreting the meanings of passive sentences. During these years, children develop the ability to use connectives. Ex: "I'll eat my spinach, but I don't want to." They also learn to form indirect object-direct object constructions. Ex: "She showed her sister the toy." What is a key accomplishment of Piaget's concrete operational stage of development?Detailed Solution. The concrete operational stage is the third stage in Piaget's theory of Cognitive Development. In this stage, Children gain the abilities of conservation of number, area, volume, and orientation. Children can conserve numbers (age 6), mass (age 7), and weight (age 9).
Which of the following occurs during the concrete operational stage?In the third, or concrete operational, stage, from age 7 to age 11 or 12, occur the beginning of logic in the child's thought processes and the beginning of the classification of objects by their similarities and differences.
What is an example of Piaget's concrete operational stage?A child who is in the concrete operational stage will understand that both candy bars are still the same amount, whereas a younger child will believe that the candy bar that has more pieces is larger than the one with only two pieces.
Which of the following can be done by a child at the concrete operational stage?The child is now mature enough to use logical thought or operations (i.e. rules) but can only apply logic to physical objects (hence concrete operational). Children gain the abilities of conservation (number, area, volume, orientation), reversibility, seriation, transitivity and class inclusion.
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