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42 Cards in this Set
- Front
- Back
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Scheme
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(in piaget's theory) a specific structure or organized way of making sense of experience, that changes with age
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Adaptation
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(in piaget's theory) the process of building schemes through direct interaction with the environment
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Assimilation
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(in piaget's theory) that part of adaptation in which the external world is interpreted in terms of current schemes
*same scheme |
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Accomodation
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(in piaget's theory) that part of adaptatioin in which new schemes are created and old ones adjusted to produce a better fit with the environment
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Organization
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the internal rearrangement and linking together of schemes so they form a strongly interconnected cognitive system
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Circular Reaction
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(piaget) a means of building schemes in which infants try to repeat a chance event caused by their own motor activity
**sensorimotor stage |
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Sensorimotor Substages
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1. Reflexive schemes (birth-1 month) - newborn reflexes
6. Mental Represntation (18 months - 2 years) - Internal depictions of objects and events, as indicated by sudden solutions to problems: ability to find an object that has been moved while out of sight (invisible displacement), deferred imitation, and make-believe play |
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Object Permanence
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the understanding that objects contnue to exist when they are out of sight
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Mental Representation
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Internal depictions of information that the mind can manipulate
ex: we can use mental image to retrace our steps when we have lost something |
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Internal, or Goal-Directed Behavior
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a sequence of actions in which schemes are deliberately combined to solve a problem
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A-not-B search error
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reach several times for an object in a hiding place, see it moved to a second place, and still search in the first place
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Deferred Imitation
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ability to remember and copy the behavior of models who are not present
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Violation-of-Expectaton method
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a method in which researchers habituate infants to a physical event an then determine whether they recover to (look longer at) an expected event or an unexpected event
**carrot behind the screen |
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Problem Solving
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*by 7-8 months, infants develop intentional means-end action sequences, using them to solve simple problems
*by 10-12 months, infants can solve problems by analogy |
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Core Knowledge Perspective
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a perspective that states that infants are born with a set of innate core domains of thought, each of which permts a ready grasp of new, related info.
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Sensory Register
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the part of the mental system in which sights and sounds are represented directly and stored briefly before they decay or are transferred to working memory
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Central Executive
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(like a computer) the conscious part of working memory that directs the flow of information through th emental system by deciding what to attend to, coordinating incoming information with information alreay in the system, and selecting, applying, and monitoring strategies
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Habituation/Recovery Research
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studies show that infants retain a wide variety of information just by watching objects and events, without being physically active
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Recognition
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the simplest form of memory, which involves noticing whether a new experiences is identical or similar to a previous one
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Recall
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The type of memory that involves remembering something without perceptual support
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Infantile Amnesia
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the inability of most people to recall events that happened before age 3
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Zone of Proximal Development
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refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners
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Infant Intelligence Tests
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-poor predictors of school performance
*accurately testing infants' intelligence is challenging because babies cannot answer questions of follow directions |
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IQ, DQ
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Intelligence Quotient, Developmental Quotient
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HOME Environment
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Home Observation for measurement of the Environment is a checklist for gathering information about th quality of children's home lives through observation and parental interview
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Infant and Toddler Child Care
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infants exposed to poor-quality child care scire lower on measures of cognitive and social skills
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Developmentally Appropriate Practice
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research-based standards devised by the National Association for the Education of Young Children that specify program characteristics that meet the developmental and individual needs of young children of varying ages
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Three theories of language development
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Behaviorist, nativist, interactionist
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Behaviorist Perspective
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Language is aquired through operant conditioning
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Nativist Perspective
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Children are endowed with a Language Aquisition Device that contains universal grammar that is unique to humans ... training by parents is unnecessary
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Interactionist Perspective
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children apply powerful cognitive capacities of a gneral kind to make sense of their complex language environments
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Broca's Area
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left frontal lobe... supports grammatical processing and language production
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Wernicke's Area
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left temporal lobe... comprehending word meaning
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Cooing
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pleasant vowel-like noises made by infants beginning around 2 months of age
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Babbling
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Repetition of consonant-vowel combinations in long strings, beginning around 6 months of age
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Joint Attention
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a state in which child and caregiver attend to the same object or event and the caregiver comments on what the child sees
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Underextension
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an early vocab error in which a word is applied too narrowly to a smaller number of objects and events than is appropriate
ex: used "bear" only to refer to the worn and tattered bear she carried constantly |
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Overextension
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an early vocab error in which a word is applied too broadly
ex: use "car" for buses, trains, trucks, fire engines, etc... |
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Production
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the words and word combinations that children use
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Comprehension
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the words and word combinatons that children understand
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Referential Style
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a style of early language learning in which toddlers use language mainly to label objects
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Expressive Style
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toddlers use language to talk about own feelings and needs and those of other people, with an emphasis on social formulas and pronouns
ex: stop it, thank you, i want it |
