Piaget's Cognitive-Developmental Theory Crossword

The number of substages experienced throughout the sensorimotor stage.
An activity complementary to adaptation in which we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely.
A process that involves building schemes through direct interaction with the environment.
When an infant reaches several times for an object at a first hiding place (A), then sees it moved to a second hiding place (B), but still searches for the object in the first hiding place (A).
An aspect of pre-operational thought; focusing on one aspect of a situation while neglecting other important features.
A means through which infants develop their first schemes. Occurs when an infant's motor activity leads them to discover a new experience; as the infant tries to repeat the experience again and again, a sensorimotor response that originally occurred by chance strengthens into a new scheme.
The ability to remember and copy the behavior of models who are not present.
Failure to distinguish the symbolic viewpoints of others from one’s own.
Something that those in the pre-operational stage struggle with; the organization of objects into classes and subclasses on the basis of similarities and differences.
Coordinating schemes deliberately to solve simple problems.
The understanding that objects continue to exist when they are out of sight.
An internal process (apart from the external environment) through which schemes change or are rearranged. In this process, schemes are linked to other schemes, creating a strongly interconnected cognitive system.
A stage of cognitive development that spans years two to seven of a child's life in which the most obvious change is an extraordinary increase in representational, or symbolic, activity.
Specific psychological structures (organized ways to make sense of experience) that change with age.
The make-believe play with others that is under way by the end of the second year and that increases rapidly in complexity during early childhood.
The belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions.
A stage of cognitive development during the first two years of life during which infants and toddlers 'think' with their eyes, ears, and hands.
Viewing a symbolic object as both an object in its own right and as a symbol.
An aspect of pre-operational thought; an inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point.
The idea that certain physical characteristics of objects remain the same, even when their outward appearance changes.
Play in which children act out everyday and imaginary activities.
An activity complementary to adaptation in which we use our current schemes to interpret the external world.