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59 Cards in this Set
- Front
- Back
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Key elements of piagets theory |
Action = knowledge Schemes adapt and change sensorimotor stage |
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Sensorimotor stage |
-Piagets first stage -first two years of life (Kids explore environment by using senses |
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Schemas |
First: sensorimotor actions patterns Later: evidence of thinking before acting |
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Adaption |
Building schemas through direct interaction with environment |
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Assimilation (Same) |
Using current schemas to interpret external world |
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Accommodation (change) |
Creating new schemas and adjusting old ones to better fit environment |
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Sensorimotor stage |
-Birth to age 2 years -divided into 6 sub stages |
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Circular reaction |
Stumbling onto a new experience caused by the baby's own motor activity |
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Object permanence |
Something being hidden and having the ability to find something that is missing |
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Deferred imitation |
Is used by toddlers to enrich their range of schemas (see something copy it, but there's a lapse in time) |
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Inferred imitation |
Is a cornerstone of social understanding and communication |
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Information processing |
Processing things faster as we get older |
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Sensory register |
Sights and sounds are represented directly, stores briefly |
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Working memory |
Number of items that can be briefly held in mind while engaging in some effort to manipulate them (short term mem) |
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Central executive |
-directs flow of info -coordinates incoming information with information already in the system. |
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Automatic processes |
Require no space in working memory and can be done while focusing on other information |
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Executive function |
-Controlling attention -suppressing impulses -coordinating information in working memory |
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Operant conditioning research |
-Retention increases dramatically during infancy and toddlerhood -memories move from highly context-dependent to increasingly context-free |
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Habituation research |
-infants do not need to be physically active to acquire and retain new information -motor activity does promote learning and memory |
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Non-declarative |
Implicit memory~ skills~ classical, habituation, procedural Infants have nondeclarative before declarative |
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Declarative |
Explicit memory~facts, personal experiences~ can verbalized |
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Infantile Amnesia |
Not being able to remember events that occurred before age 3 |
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Possible explanations for infantile amnesia |
-Brain development: role of the hippocampus- frontal lobe -nonverbal nature of memory processing in infants and toddlers |
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Implicit memories |
Cerebellum-brainstem (earliest memories) |
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Explicit memories |
-Hippocampus: when explicit memory does emerge, it involves an increasing number of areas of the cortex of the brain -explicit memory doesn't emerge until the second half of the first year |
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Baylee-lll |
-For children between 1 month and 3 1/2 years Cognitive scale Language Sclar Motor scale Two scales that depend on parental report: social- emotional, and adaptive behavior scale |
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HOME infant-toddler subscales |
-checklist for gathering information about quality of children's home lives -test during first three years |
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HOME infant-toddler subscales |
-checklist for gathering information about quality of children's home lives -test during first three years |
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Methods for infant- toddler subscales |
Observation and parental interview |
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Mullen scales |
-Birth to 5 years Subscales: gross motor, fine motor, visual reception, receptive language, expressive language. |
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Learning theory |
Language, acquisition follows the laws of reinforcement and conditioning |
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Nativist |
Innate language acquisition device |
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Interactionist |
Interaction between child's inner capacities and environmental influences |
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Social-interactionist |
Importance of children's social skills and language experiences |
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What are some counter arguments to learning theory approach |
-does not adequately explain how children readily learn rules of language -does not account for how children move beyond specific heard utterances to produce novel phrases, sentences and constructions -does not explain how young children can apply linguistic rules to nonsense words |
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Nativist approach on language |
-Children are born with innate capacity to use language, which emerges, more or less automatically (Chomsky) -there are genres related to language |
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Social interactionist approach |
Specific course of language development is determined by the language to which children are exposed and reinforcement that revive for using language in particular way Social factors are key to development |
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Infant directed speech |
It changes as children get older -shirt simple sentences -repetition of words and restricted topics |
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Zone of proximal development |
Be one step ahead of the child |
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Gender differences: parental language varies by child gender |
Boys: more firm, clear, and direct responses Girls: more diminutives, more warm phrases, more diversionary responses |
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Broca area: |
In left frontal lobe of cerebral Cortex It's role is in grammatical processing and language production |
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Wernickes area |
In left temporal lobe Role is in comprehending word meaning |
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Broca aphasia |
Understand problem production |
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Wernicke aphasia |
Doesn't understand language |
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First speech sounds |
Cooing (around 2 months) Babbling (around 6 months) |
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Joint attention |
Between baby and caregiver Appears 3-4 months, more accurate 10-11 months Early experience: mom points baby follows |
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Give and take |
Around 3 months Responsive to baby (make sure baby is involved) |
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Preverbal gestures |
Around the 1st year Before language |
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Underextension |
Apply words too narrowly (doggy) |
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Underextension |
Apply words too narrowly (doggy) |
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Overextensions |
Apply words too broadly (dad)-male figure |
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Two word utterance phase |
Steady increase in rate of word learning through preschool years |
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Telegraphic speech |
Use of high content words |
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Cochlear implant |
If auditory input is not restored until age 2 there will be a problem in language development If implantation occurs after age 4, language delays are severe and persistent |
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Sign language |
Dead infants will babble with their hands If they are not exposed to sign language they will stop babbling entirely |
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First sentences |
Created around 8-12 months after first words |
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Comprehension v production |
At all ages comprehension develops ahead of production Comprehension requires only recognition of word meaning Production requires recall of word and then on dot it stands for |
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Language style |
Referential- (boys) label stuff Expressive- (girls) emotional |
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Rem (Rapid eye movement) |
Important for non-declarative (can't verbalize) |
