sets of similar actions or thoughts that they uses repeatedly in response to the environment

an organized and integrated system of logical thought processes

responding (either physically or mentally) to a new event in a way that is consistent with an existing scheme.

Process of responding to a new event by either modifying an existing scheme or forming a new one.

State of being able to address new events using existing schemes

Movement from equilibrium to disequilibrium and back to equilibrium; a process that promotes the development of increasingly complex forms of thought and knowledge.

Systematic changes in reasoning, concepts, memory, language, and intellectual skills

Adult-like logic appears but is limited to thoughts about concrete, real life situations

logical reasoning processes are applied to abstract ideas and concrete situations. advanced reasoning in science and math

Concept, symbol, strategy, or other culturally constructed mechanism that helps people think more effectively.

"talking" to oneself mentally rather than aloud as a way of guiding oneself through a task

In Vygotsky's theory the gradual evolution of external social activities into internal mental activities

Gradual adoption of (and adaptation of) other people's ways of thinking and behaving for one's own purposes.

Range of tasks that one can't yet preform independently but can preform with the help and guidance of others

Play in which children take on specific roles and act out a scenario of imaginary events

discussion between an adult and a child in which the adult helps the child make sense of an event they have mutually experienced

support mechanism, provide by a more competent individual, that helps a child successfully preform a task within his or her zone of proximal development

the child's active immersion in cultural activities, typically with considerable direction form an adult or other individual with relevant expertise; childern are given increasing responsibility and independence as they gain experience and proficiency

mentorships in which a novice works intensively with an expert to learn how to accomplish complex task in a particular domain

Instructional activity similar to one that a child might eventually encounter in the outside world

Mentorship in which an expert and a novice work together on a challenging task and the expert suggests ways to think about the task.

the ability to retrieve, interpret, evaluate, create, and communicate information from interactive computer resources and technologies

theoretical perspective that focuses on how people independently construct meaning from their experiences

Theoretical perspective that focuses on people's collective efforts to impose meaning on the world.

Approach to teaching reading comprehension in which students take turns asking teacher-like questions of their classmates

Realization that objects continue to exist even when they are out of sight

Ability to mentally represent and think about external objects and events

Inability of a child in Piaget's preoperational stage TV situations from another person's perspective

Realization that if nothing is added or taken away an amount stays the same regardless of alteration in shape or arrangement

Recognition that an object simultaneously belongs to a particular category into one of its subcategories

Theoretical perspective that combines elements of Piaget's theory with more contemporary research findings and suggest that development and specific content domains is often stage like in nature

Component of memory that enables people to actively think about and process a small amount of information

Integrated networks of conception and cognitive process that forms the bias for much of one's thinking, reasoning, and learning in a specific content domain

Situation in which one encounters and has to wrestle with ideas and viewpoints from others different from one's own

Theoretical perspective proposing that Learners construct a body of knowledge and beliefs, rather than absorbing information exactly as it is received

Procedure in which an adult probes a child's reasoning about a task or problem, tailing questions to what the child has previously said or done in the interview

Children acquire new knowledge through unintentional & intentional learning processes

Cognitive development depends on features of and changes in the brain

Cognitive development is enabled by development of executive function

Development in content domains may sometimes be characterized as a series of stages

Assess children’s abilities under a variety of work conditions

They can only if they have constructed the relevant logical operations

Children develop more sophisticated thought processes when they encounter phenomena that create disequilibrium

Children benefit most from tasks that they can preform only with assistance

Other present information and arguments that create disequilibrium and foster perspective taking

Children internalize the processes they use with others until, ultimately, they can use them independently