Ex.8 Fill in the gaps with the words: Assimilation, Accommodation, Adaptation, Environment

1. As a biologist, Piaget was interested in how an organism adapts to its environment (Piaget described as intelligence.) Behavior (__________ to the environment) is controlled through mental schemes (концептуальные схемы).

2. Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes." In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the ____________, these reflexes are quickly replaced with constructed schemes.

3. ______________is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures.

4. _________________is the process of changing cognitive structures in order to accept something from the _____________.

5. An example of _____________would be when the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.

6. An example of ____________ would be when an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.

7. Piaget believed that children are actively involved in understanding their world through two basic processes: changing existing knowledge or experience as a result of assimilating some new information is called ________________;

8. Incorporating new information or experience into existing knowledge is called _________________.

EX. 9 Translate into English

1. Ассимиляция и аккомодация — способы изменения концептуальных схем.

2. Ассимиляция (от лат. assimilatio - слияние, уподобление, усвоение) подразумевает включения информации в уже существующие схемы поведения.

3. Аккомодация - изменение знаний и уже существующих схем поведения с целью приспособления к новой ситуации.

Ex. 10 Read and translate the text.

Cognition, comprised of mental processes such as perceiving, reasoning, memory, and symbolization, organizes humans’ action.

The modern study of infant cognitive development takes its origin (origin = начало, источник) from the theory and research of Swiss psychologist Jean Piaget.

According to Piaget, infants are born with no mental framework (структура, схема) in place and only gradually (постепенно) construct a conceptualization (концептуальное представление) of the world through their experience with it.

Piaget argued that newborns have no concept of self or object and simply experience a lot of sensations. Only rudimentary schemas for interacting with the world are available (доступный; имеющийся в распоряжении) to them. They will, for example, grasp objects placed in their hands, suck on objects that contact their mouths, and visually track moving objects.

As infants apply these and other basic action schemas to different objects and situations, they gradually adjust their action to the vast complexity of the world, increasingly accounting for (account for = описывать) specific objects and events.

By the end of infancy, the child has built a primitive understanding of objects and events as independently existing in time and space. For Piaget, a consequence of the infant period is an emerging representational ability (representational = относящийся к процессу образования понятия). By eighteen to twenty-four months a child develops an ‘‘object concept,’’ which allows the child to understand an object’s existence even when it is no longer available to the senses (e.g., out of view).

EX.11 Read and translate the text.

A schema is a mental concept or framework that organizes information and provides a structure for interpreting it. Schemas are expressed as various behaviors and skills that the child can apply to objects or situations.

For example, sucking is a simple early schema. More complex schemas that occur later in childhood include blowing, crawling, and hiding. In adulthood, schemas may represent more complex expectations and beliefs about the world.

COGNITIVE DEVELOPMENT (2)

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