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preceding [priː'siːdɪŋ] предшествующий, предыдущий
refer to иметь отношение, относиться; касаться
relate [rɪ'leɪt] - (relate to) относиться, иметь отношение, затрагивать; быть связанным
advanced – продвинутый involve – включать в себя, содержать
ability [ ə'bɪlətɪ] - способность, возможность (делать что-л.) ability to hear — способность слышать inborn / innate ability — врождённая, природная способность
reasoning and thinking abilities – способности к рассуждению и мышлению
rate - темп; скорость \ acknowledge - признавать
| 1. Sensorimotor –сенсомоторная 2. Период подготовки и организации конкретных операций (2—11 лет) 2.1. Подпериод дооперациональных представлений (2-7 лет) Preoperational stage 2.2. Подпериод конкретных операций (7—11 лет) Concrete operations 3. Formal operations | Piaget’s cognitive stages refer to four different stages— sensorimotor, preoperational, concrete operations, and formal operations—each of which is more advanced than the preceding stage because it involves new reasoning and thinking abilities. Although Piaget believed that all people go through the same four cognitive stages, he acknowledged that they may go through the stages at different rates. |
Imagine – представлять reflexive responses – рефлексивные реакции
A way метод; способ through [θruː] - через, посредством
voluntary muscle – произвольно сокращающиеся мышцы
voluntary muscle control – управление произвольными мышцами
interact with – взаимодействовать environment –окружение, среда
sensory experiences – чувственный опыт thinking problem – проблема мышления
pattern ['pæt(ə)n] - структура; модель (организации чего-л.)
The sensorimotor stage (from birth to about age 2) is the first of Piaget’s cognitive stages. During this stage, infants interact with and learn about their environments by relating their sensory experiences (such as hearing and seeing) to their motor actions (mouthing and grasping).
Imagine Sam as a newborn infant. His primary way of interacting with the world is through reflexive responses, such as sucking and grasping.
By 5 months, Sam has developed enough voluntary muscle control so that he can reach out, grasp things, and put them into his mouth to discover if the things are good to suck on. Sam is in the sensorimotor stage.
Thus, in this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with motor (physical) actions—hence the term “sensorimotor”. As newborns they have little more than reflexive responses with which to work. By the end of this stage, 2-year-olds show complex sensorimotor patterns.
hidden objects – спрятанные предметы exist - существовать
out of sight – вне поле зрения out of mind – забытый (букв. «вне сознания»)
immediately [ɪ'miːdɪətlɪ] немедленно, тотчас же, сразу, незамедлительно
look away - отводить взгляд, отворачиваться \ push away - отталкивать
behave [bɪ'heɪv ]- вести себя, поступать
| Hidden objects. At the beginning of the sensorimotor stage, Sam has one thinking problem: remembering that hidden objects still exist. For example, notice in the top left photo that 5-month old Sam is shown a toy dog. Sam immediately tries to grab it and put part of it in his mouth. This is another example of assimilation; Sam believes that objects are mostly for mouthing. However, notice in the bottom left photo that when a screen is placed in front of the dog, Sam looks away. He doesn’t push the screen away to get at the toy because, at this point, Sam behaves as if things that are out of sight are out of mind and simply no longer exist. Sam has not learned object permanence. |
object permanence – представление о постоянстве существования объекта и его свойств
continue – продолжать disappear – исчезать
indicate – указывать \ develop a concept – освоить понятие
Object permanence. Beginning at around 9 months, if Sam is shown a toy dog that is then covered by a screen, he will try to push t he screen away and look for the dog. Sam has learned that a toy dog that is out of sight still exists behind the screen. The new concept is called object permanence.
Object permanence refers to the understanding that objects or events continue to exist even if they can no longer be heard, touched, or seen.
The concept of object permanence develops slowly over a period of about nine months. By the end of the sensorimotor period (about age 2), an infant will search long and hard for lost or disappeared objects, indicating a fully developed concept of object permanence.
Solve problems – решать проблемы Search for - искать (что-либо)
appearance [ə'pɪər(ə)n(t)s] – появление
thought [ θɔːt] (от think) - мысль; мышление;
innate [ɪ'neɪt] - врождённый, природный, прирождённый
represent [ˌreprɪ'zent] - представлять (в виде кого-л. / чего-л.) Love is represented as a child with a flower. — Любовь изображена в виде ребёнка с цветком в руках.
transition [træn'zɪʃ(ə)n ]- переход, эволюция, развитие
At the end of the sensorimotor stage, 2-year-old Sam can think about things that are not present and can form simple plans for solving problems, such as searching for things.
The major development during the sensorimotor stage is the gradual appearance of symbolic thought. At the beginning of this stage, a child’s behavior is dominated by innate reflexes. But by the end of the stage, the child can use mental symbols to represent objects (for example, a mental image of a favorite toy).
The key to this transition is the concept of object permanence.
QUESTIONS
1. What are Piaget’s four major stages of cognitive development?
2. What is the way of learning about the world during the sensorimotor stage?
3. What is object permanence?
4. At what age are children beginning to use symbols or words in their thinking?
5. What are the chief developments in the sensorimotor stage?
EX. 12 Translate into English.
1. Понятие о постоянстве объекта — осознание того, что объект продолжает существовать, даже когда он не видим.
2. В течение сенсомоторной стадии у младенцев существует тесная взаимосвязь между двигательной активностью и восприятием.
3. Если игрушку спрятать за экраном, младенец действует так, как будто ее больше не существует. Ребенок еще не освоил понятие постоянства объекта.
4. Под влиянием опыта рефлексы начинают преобразовываться и координироваться между собой.
EX.13 In each of these groups two words are synonyms. Decide which of the three words (or word combinations) in each group is the odd one out.
1. Represent, perceive, symbolize
2. Learned, innate, inborn
3. Continue, disappear, remain
4. Stability, permanence, transition
5. Beginning, appearance, representation
6. Interact, solve, act together
7. Response, action, reaction
8. Perception, reasoning, thought
9. Solve, involve, work out
10. Automatic, reflexive, learned
11. Exist, be present, disappear
12. Abilities, perception, talents
EX.14 Fill in the gaps with following words:
ability| reasoning\ adolescence
Piaget hypothesized that cognitive development is made up of four distinct stages of _________, each of which is qualitatively different from and more advanced than the previous one.
According to Piaget, from __________through adulthood, we are at the stage, which involves the____________ to think about hypothetical concepts, consider an issue from another’s viewpoint, and solve abstract problems in a logical manner.
EX.15 Fill in the gaps with following words:
understanding \ representations \ object permanence\ existence \ perception \
Object permanence is the ______________ that objects continue to exist even when they cannot be seen, heard, or touched. It is acquired by the human infants between 8 and 12 month of age.
Jean Piaget argued that object permanence is one of an infant's most important accomplishments, as without this concept, objects would have no separate, permanent __________.
Piaget thought that an infant's ____________ and understanding of the world depended on their motor development, which was required for the infant to link visual, tactile and motor ______________ of objects. According to this view, it is through touching and handling objects that infants develop ______________.
* representations – символические представления (объекта в сознании)
EX. 16 Determine if the statements are true or false
to make sense of – понять
to mark - отмечать, характеризовать inability – неспособность
impression - образ, отпечаток (в сознании, памяти)
independently of – независимо от underestimate – недооценивать
EX.17
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| Ex.8 Fill in the gaps with the words: Assimilation, Accommodation, Adaptation, Environment | | | The false belief task |