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EDS 115 Ch 8 Vocab Review

Across
necessary to use a symbol. A person must be able to realize that the symbol has one concrete meaning and one abstract meaning. Ex: a model of a room is itself both a concrete object (think of a lego room) and an abstract one (the room that the lego room represents)
the idea that all member of a species have an inner nature or essence that determines the organism's outward appearance and behavior.
fundamental level of concept. Ex: dog, cat, table, chair
a layperson’s set of concepts and principles about how other people’s minds appear to work
also known as pretend play, a particular relevance to Vygotsky’s theory. Children behave in a simulated, as-if manner. Usually starts after 12 months old.
a nonverbal representation of numbers that occurs in humans of all ages and also in other species such as birds, mammals, and fish.
Paiget’s term - the tendency of preschoolers to grant human or biological properties to inanimate objects. Ex: the sun shines because it is happy, the wind blows to make leaves dance
the ideas/information a child keeps about the world - facts, word meanings, “commonsense” knowledge etc.
more abstract concepts. Ex: animal, furniture
the study of children’s intuitive ideas about entities and processes in the biological world
a child’s growing knowledge about his own personality and emotions and those of others. A child’s concept of what another agent believes, wants, thinks, or desires.
Down
coming to a conclusion after analyzing one factor that might lead to another. Ex: “Pogs wear blue boots. Tom is a pog. Does tom wear blue boots?”
Children engage with a situation that challenges their initial belief. The children disentangle their own state of knowledge about the toy from the state of knowledge or belief of someone who lacks their information. Ex: a boy plays with a toy; he leaves the room after putting the toy in a box, someone moves the toy and hides it; the boy comes back and is asked where the toy is.
goes from specific to general; similar to deductive reasoning but not guaranteed. Conclusions made with inductive reasoning have a probability of being accurate.
More specific concepts. Ex: labrador retriever, persian cat, armchair, dining room table
a conception of the basic categories of existence. Ex: in physics, concepts such as force, velocity, mass, and energy