Define cognition. Explain the notion of cognitive organization, including schemata and developmental shifts in mental schemata operations.
Explain the notion of cognitive adaptation and describe how schemata are modified throughout the lifetime, and the principles used to modify them (assimilation and accommodation).
Describe the sensorimotor period and the concept of object permanence.
Describe the preoperational period and the capabilities and limitations during the preconceptual and intuitive substages.
Discuss the general limitations on preoperational thought.
Describe the child's capabilities and limitations during the concrete operational period.
Describe the abilities that emerge during the formal operational period.
Apply Piagetian concepts to aspects of social cognition including children's ability to distinguish self from others, engage in perspective taking, and demonstrate understanding of theory of mind.
Using research as evidence, cite the criticisms of Piaget's theory. List the contributions of Piaget's theory to developmental psychology.
Discuss Vygotsky's concepts of elementary and higher mental functions.
Discuss how the zone of proximal development relates to advances in development and define processes involved in cognitive development in social context (e.g., scaffolding, guided participation, reciprocal instruction).
Identify the role of culture in cognitive development.
Discuss the role of language in cognitive development. Specifically, discuss the role of egocentric speech in the performance of cognitive skills.
Discuss applications of Vygotskian theory (e.g., ZPD) in educational settings.
Evaluate strengths and weaknesses of Vygotsky's theory.
