Child Psychology Test 3

Front 1

What are the 4 ways that parents facilitate language development?

Back 1

playing nonverbal games (peekaboo), using simplified speech, expansion (Child: Give Mama, Parent: Give it to Mama), recast (make child's statement more grammatically correct)

Front 2

a simplified style of speech parents use with young children, in which sentences are short, simple, and often repetitive and the speaker enunciates especially clearly, slowly, and in a higher pitched voice, often ending with a rising intonation

Back 2

infant-directed speech

Front 3

a gesture that an infant uses to make some sort of statement about an object

Back 3

protodeclarative

Front 4

a gesture that either an infant or a young child may use to get someone to do something he or she wants

Back 4

protoimperative

Front 5

the tendency to perceive as the same a range of sounds belonging to the same phonemic group; as early as 1 month, babies can discriminate between consonant sounds

Back 5

categorical speech perception

Front 6

What are the 4 stages of speech and at what age do they occur?

Back 6

crying- at birth, signals distress; cooing- 1 month, oo sounds; babbling- 6 months, strings of consonant-vowel combinations; patterned speech- 1 year, pseudowords (sound like words)

Front 7

the rapid increase in vocabulary that the child typically shows at about the age of 1.5 years

Back 7

naming explosion

Front 8

the use, by a young child, of a single word to cover many different things

Back 8

overextension

Front 9

the use, by a young child, of a single word in a restricted and individualistic way

Back 9

underextension

Front 10

a single word that appears to represent a complete thought
ex: "down", "me"

Back 10

holophrase

Front 11

two-word utterances that include only the words essential to convey the speaker's intent
ex: where ball, my shoe

Back 11

telegraphic speech

Front 12

the application of a principle of regular change to a word that changes irregularly
ex: comed, goed

Back 12

overregulation

Front 13

one- or two- word utterances that clearly refer to situations or to sequences of events

Back 13

speech acts

Front 14

socially based conversation

Back 14

discourse

Front 15

the understanding that language is a rule-bound system of communicating

Back 15

metalinguistic awareness

Front 16

the understanding of the sounds of a language and of the properties, such as the number of sounds in a word, related to these sounds
ex: nursery rhymes

Back 16

phonological awareness

Front 17

a language's systems of sounds or the way basic sound units are connected to form words

Back 17

phonology

Front 18

basic sound units

Back 18

phonemes

Front 19

structure of language

Back 19

grammar

Front 20

a language's smallest units of meaning

Back 20

morphemes

Front 21

of rules for the use of appropriate language in particular social settings

Back 21

pragmatics

Front 22

the mental activity through which human beings acquire and process knowledge

Back 22

cognition

Front 23

Describe Piaget's theory of cognitive development; constructivist view

Back 23

over development the child acquires qualitatively new ways of thinking and understanding the world; children play an active role in learning and try to fit new information into what they already know

Front 24

an organized unit of knowledge that the child uses to try to understand a situation; a schema forms the basis for organizing actions to respond to the environment

Back 24

schema (plural, schemas)

Front 25

schemas based on internal mental activities

Back 25

operations

Front 26

adjusting one's thinking to fit with environmental demands

Back 26

adaptation

Front 27

applying an existing schema to a new experience

Back 27

assimilation

Front 28

modifying an existing schema to fit a new experience

Back 28

accommodation

Front 29

comprehensive, qualitative changes over time in the way a child thinks

Back 29

stages of development

Front 30

Piaget's first stage of cognitive development, during which children change from basic reflexive behavior to the beginnings of symbolic thought and goal-directed behaviors

Back 30

sensorimotor stage; first 2 years of life

Front 31

basic reflex activity which occurs at 0-1 month is when infants become more skilled in the use of their innate reflexes occurs in...

Back 31

substage 1 of the sensorimotor stage

Front 32

2nd substage of sensorimotor; 1-4 months, infants produce repetitive behaviors that are focused on the pleasurable events that happen to the infant's body

Back 32

primary circular reactions

Front 33

3rd substage of sensorimotor; 4-8 months, baby interested in making things happen outside the body

Back 33

secondary circular reactions

Front 34

4th substage of sensorimotor; 8-12 months, child can plan to attain a goal, combination of different schemas to achieve a goal; problem solving behavior

Back 34

coordination of secondary circular reactions

Front 35

5th substage of sensorimotor; 12-18 months; experiment with external objects to see how they respond to various actions

Back 35

tertiary circular reactions

Front 36

6th substage of sensorimotor; 18-24 months, kids begin to combine schemas mentally and rely less on physical trial and error

Back 36

inventing new means by mental combination

Front 37

the stage in which the ability to use symbols facilitates the learning of a language; this stage is also marked by semilogical reasoning, egocentricity--in which the child sees the world from her own point of view

Back 37

preoperational stage

Front 38

Piagetian Concepts and Social Cognition (4)

Back 38

the self as distinct from others, understanding others' perspectives, theory of mind