Cognition/memory

Front 1

Self regulation:

Back 1

Ability to change state to meet demands of the environment.

Front 2

3 levels of self regulation:

Back 2

1. ANS, RF, limbic system. Regulation of temperature, blood pressure/HR, RR, muscle tone, sleep/wake cycles, state maintenance, monitor for survival.
2.Sensorimotor strategies to achieve, maintain & change situation-appropriate states. Suck, bite, other oral activity, fiddle, body movements.
3. Development of higher level cognitive skills. Problem solving. Verbal & internal language for organization allow the individual to monitor, plan, execute and evaluate regulatory strategies (exercise, massage).

Front 3

Self regulation flow chart:

Back 3

attend > increase stimulation > increase attention > reach a threshold > crying/restlessness/eyes shut/avert eye
contact

Front 4

attention types: (5)

Back 4

1. alertness/arousal
2. focused
3. sustained
4. alternating
5. divided

Front 5

what is alertness/arousal?

Back 5

degree of wakefulness, level of responsiveness to stimuli/imput

Front 6

What is focused attention?

Back 6

direct attention to specific stimuli?

Front 7

What is sustained attention?

Back 7

maintaining attention to stimuli over a period of time.

Front 8

What is selective attention?

Back 8

maintain attention while ignoring other stimuli

Front 9

What is alternating attention?

Back 9

move from one task to another

Front 10

What is divided attention?

Back 10

simultaneously focus and sustain attention on more than one task

Front 11

Separation anxiety:

Back 11

developmental stage when child becomes upset with separation from caregiver

Front 12

Separation anxiety age:

Back 12

normal development range=8-15 months.
peaks at 12 months. resolves at 24 months.

Front 13

when working with young children:

Back 13

don't rush in, give time and space, use soft, calm voice, don't force eye contact, go slow, let them come to you, build trust.

Front 14

cognitive development:

Back 14

child develops from sensorimotor intelligence to symbolic thought
Concrete>symbolic.

Front 15

cognitive prerequisite for language:

Back 15

represent one thing for another

Front 16

sensorimotor stage:

Back 16

(0-2yrs) acts intentionally, object permanence, cause and effect.

Front 17

preoperational stage:

Back 17

(2-7yrs) learns to use language and to represent objects by images and words, doesn't yet take viewpoint of others.

Front 18

concrete operational:

Back 18

(7-11yrs) thinks logically about objects and events. achieves conservation of number (6yrs), mass (7yrs), weight (9yrs)

Front 19

formal operational:

Back 19

(11+ yrs) thinks logically about abstract propositions and test hypotheses systematically. hypothetical thinking, future.

Front 20

decontextualization:

Back 20

ability to use a symbol to represent an entity without supporting context (non domain specific)

Front 21

how decontextualization works:

Back 21

initially a word is paired only with the initial referent > other referents with similar features/functions > in the absence of a referent (spoken, reading, writing)

Front 22

5 aspects of cognition important for language development:

Back 22

1. imitation
2. object permanence
3. causality
4. means-end
5. play

Front 23

imitation:

Back 23

aids in development of internal representations of the behavior of others.
can be delayed or immediate.

Front 24

to imitate the child must be able to:

Back 24

1. turn-take
2. attend to the action
3. replicate the action's salient features

Front 25

difficulty with imitation?

Back 25

1. missed the model?
2. difficulty remembering the model?
3. difficulty translating what they see?
4. reduced motivation?

Front 26

new born imitation:

Back 26

involuntary imitation of facial gestures, intent and ability emerges gradually in development.

Front 27

6-9 months

Back 27

imitates actions s/he can see performed that are in his/her repertoire. adults can vocalize and be imitated if vocals are produced by infant.

Front 28

8-12 months

Back 28

imitates sounds and gestures not part of repertoire. period of expansion of sound and gesture repertoire.

Front 29

15-18 months

Back 29

initiates drawing a stroke, scribbles w/ crayons, can imitate a straight line=has intent to create a specific line. learning relationship b/t crayon, paper, hand, and arm.

Front 30

18-24 months

Back 30

increasing imitation of complex gestures, actions and words. deferred imitation. imitate action or words then adds modification.

Front 31

27-30 months

Back 31

imitation of face drawing, start with circle, circle+scribble.

Front 32

36-60 months

Back 32

increasingly complex role imitation (roles seen in daily life, recreates tv scenes). miniature doll play, dramatic play.

Front 33

48-60 months

Back 33

imitates scenes from different aspects of life-pieces together into new script. tells a whole story through play (dramatic play).

Front 34

Piaget's theory:

Back 34

cognitive growth is responsible for language. cognition is dominant. language is a cognitive process.

Front 35

Vygotsky

Back 35

language and cognition are separate but linked. parents mold child's thinking through interaction. language is learned in interpersonal interactions and later used for self thought.

Front 36

Whorf

Back 36

language determines thought=linguistic determinism. increase language experience > increase cognitive development.

Front 37

Chomsky

Back 37

language and thought are related but independent. language develops before complex intellectual development. language is innate.

Front 38

memory:

Back 38

retention of what has been learned

Front 39

types of memory:

Back 39

episodic, procedural, semantic/knowledge-based.

Front 40

phases of memory processing:

Back 40

encoding, storage, retrieval.

Front 41

2 components to memory:

Back 41

strategies, knowledge.

Front 42

forgetting:

Back 42

inadequate storage, disrupted storage, disrupted retrieval.

Front 43

memory phenomena:

Back 43

primary effect, recency effect.

Front 44

knowledge prototypes

Back 44

average experience

Front 45

scripts

Back 45

generic representation drawn from specific events