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88 Cards in this Set
- Front
- Back
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what is cognition |
knowledge is acquired and manipulated |
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preferential looking |
experiment used to examine visual preference in infants |
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experiment used to examine visual preference in infants |
preferential looking |
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visual acuity |
the ability to see something sharply and clearly |
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newborns have _______ visual acuity |
poor |
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habituation |
decrease in the response to a stimulus that has been presented repeatedly |
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decrease in the response to a stimulus that has been presented repeatedly |
habituation |
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externality effect |
tendency of 1 month olds to direct their attention primarily to the outside of a figure and to spend little time inspecting internal features |
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tendency of 1 month olds to direct their attention primarily to the outside of a figure and to spend little time inspecting internal features |
externality effect |
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depth perception |
the ability to discriminate visual patterns denoting depth |
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the ability to discriminate visual patterns denoting depth |
depth perception |
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perceptual tuning/narrowing |
when the brain uses environmental experiences to shape perceptual abilities, improving perception of things that people experience often |
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when the brain uses environmental experiences to shape perceptual abilities, improving perception of things that people experience often |
perceptual tuning/narrowing |
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prosody |
patterns of rhythm and sound in language |
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patterns of rhythm and sound in language |
prosody |
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conjugate reinforcement procedure |
infants' behavior controls visual display, tests memory (foot tied to string tied to mobile) |
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infants' behavior controls visual display, tests memory (foot tied to string tied to mobile) |
conjugate reinforcement procedure |
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deferred imitation |
infants ability to copy behaviors they witnessed some time earlier |
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infants ability to copy behaviors they witnessed some time earlier |
deferred imitation |
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dishabituation |
the tendency to show renewed interest in a stimulus when come features of it have been changed |
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the tendency to show renewed interest in a stimulus when come features of it have been changed |
dishabituation |
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violation of expectation |
infants looking time will increase if they see an event that violates what they expected to see |
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infants looking time will increase if they see an event that violates what they expected to see |
violation of expectation |
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why is the violation of expectation paradigm so influential? |
shows that babies can add and subtract small quantities |
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core knowledge theory |
humans are born with a small set of distinct systems of knowledge that have been shaped by natural selection over evolutionary time |
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humans are born with a small set of distinct systems of knowledge that have been shaped by natural selection over evolutionary time |
core knowledge theory |
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object constancy |
the knowledge that an object remains the same despite changes in how it is viewed |
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the knowledge that an object remains the same despite changes in how it is viewed |
object constancy |
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object permanence |
the knowledge that objects have an existence in time and space independent of ones own perception or action on those objects |
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the knowledge that objects have an existence in time and space independent of ones own perception or action on those objects |
object permanence |
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what did Meltzoff report? |
infants younger than 1 month old are able to integrate visual and tactile integration |
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scheme |
an abstract representation of an object or event
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an abstract representation of an object or event |
scheme |
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adaptation |
the process of adjusting one's cognitive structures to meet environmental demands |
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the process of adjusting one's cognitive structures to meet environmental demands |
adaptation |
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organization |
the cognitive mechanism that keeps the different mental schemes integrated with one another in a hierarchal nature |
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the cognitive mechanism that keeps the different mental schemes integrated with one another in a hierarchal nature |
organization |
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accomodation |
the process of changing a mental structure to incorporate new information |
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the process of changing a mental structure to incorporate new information |
accomodation |
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assimilation |
the process of incorporating information into already existing cognitive structures |
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the process of incorporating information into already existing cognitive structures |
assimilation |
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4 stages of development |
sensorimotor preoperational concrete operational formal operational |
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when does sensorimotor take place |
birth to 2 years |
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sensorimotor |
children understand the world through sensory and motor experiences |
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when does preoperational occur? |
2 to 7 years |
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children understand the world through sensory and motor experiences |
sensorimotor |
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preoperational |
symbolic, prelogical, intuitive thought |
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symbolic, prelogical, intuitive thought |
preoperational |
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when does concrete operational occur? |
7-11 years |
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concrete operational |
children can decenter their perception, are less egocentric, and can think logically about concrete objects |
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children can decenter their perception, are less egocentric, and can think logically about concrete objects |
concrete operational |
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when does formal operational occur? |
11 to 16 years |
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formal operational |
children are able to apply abstract logical rules |
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children are able to apply abstract logical rules |
formal operational |
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conservation |
the knowledge that the quantity of a substance remains the same despite change in its form |
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the knowledge that the quantity of a substance remains the same despite change in its form |
conservation |
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egocentrism |
interpreting objects and events from one's own perspective |
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interpreting objects and events from one's own perspective |
egocentrism |
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in what stage do children lack reversible thought? |
preoperational |
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in what stage are children egocentric? |
preoperational |
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at what stage are children unable to understand conservation? |
preoperational |
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what stage is multiple classification? |
concrete operations |
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what stage is class inclusion? |
concrete operations |
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what stage is seriation |
concrete operations |
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what stage is transivity |
concrete operations |
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multiple classification |
ability to classify items in terms of more than one dimension simultaneously |
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ability to classify items in terms of more than one dimension simultaneously |
multiple classification |
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class inclusion |
the knowledge that a subordinate class must always be smaller than the superordinate class in which it is contained
dogs<> |
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the knowledge that a subordinate class must always be smaller than the superordinate class in which it is contained
dogs<> |
class inclusion |
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seriation |
the ability to order objects according to the quantitative dimension of a certain trait |
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the ability to order objects according to the quantitative dimension of a certain trait |
seriation |
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what stage is formal reasoning |
formal operational |
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what stage is specialization of egocentrism |
formal operational |
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what stage is imaginary audience |
formal operational |
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what stage is personal fable |
formal operational |
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imaginary audience |
expression of adolescent egocentrism, with adolescents feeling that they are constantly "on stage", or playing to an imaginary audience |
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expression of adolescent egocentrism, with adolescents feeling that they are constantly "on stage", or playing to an imaginary audience |
imaginary audience |
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personal fable |
a belief in one's uniqueness and invulnerability |
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a belief in one's uniqueness and invulnerability |
personal fable |
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criticisms of piaget |
some aspects of cognitive development are missing while others are simply wrong children are more competent that piaget suggested
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executive function |
set of processes involved in regulating attention and in determining what to do with information just gathered or retrieved from long term memory |
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set of processes involved in regulating attention and in determining what to do with information just gathered or retrieved from long term memory |
executive function |
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inhibition |
the ability to prevent oneself from making some cognitive/behavioral response |
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the ability to prevent oneself from making some cognitive/behavioral response |
inhibition |
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flexibility |
ability to shift between sets of tasks or rules |
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ability to shift between sets of tasks or rules |
flexibility |
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dimensional card sorting task |
children asked to sort cards initially by one dimension, and later by a second dimension, children under 4 have trouble switching over |
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children asked to sort cards initially by one dimension, and later by a second dimension, children under 4 have trouble switching over |
dimensional card sorting task |
