Developmental Psychology Chapter 4

Front 1

Scheme

Back 1

According to Piaget, mental structures that organize information and regulate behavior.

Front 2

Assimilation

Back 2

According to Piaget, taking in information that is compatible with what is already known.

Front 3

Accommodation

Back 3

According to Piaget, changing existing knowledge based on new knowledge.

Front 4

Equilibration

Back 4

According to Piaget, a process by which when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium.

Front 5

Sensorimotor Period

Back 5

The first of Piaget's four stages of cognitive development, which lasts from birth to approximately 2 years.

Front 6

Object Permanence

Back 6

The understanding, acquired in infancy, that objects exist independently.

Front 7

Egocentric

Back 7

Having difficulty in seeing the world from another's point of view, a characteristic typical of children in the preoperational period.

Front 8

Centration

Back 8

According to Piaget, a narrowly focused type of thought characteristic of preoperational children.

Front 9

Core Knowledge Hypothesis

Back 9

The theory that infants are born with rudimentary knowledge of the world, which is elaborated based on experiences.

Front 10

Mental Hardware

Back 10

Mental and neural structures that are built in and that allow the mind to operate.

Front 11

Mental Software

Back 11

Mental "programs" that are the basis for performing particular tasks.

Front 12

Attention

Back 12

Processes that determine which information is processed further by an individual.

Front 13

Orienting Response

Back 13

An individual views a strong or unfamiliar stimulus, and changes in heart rate and brain-wave activity occur.

Front 14

Habituation

Back 14

Becoming unresponsive to a stimulus that is presented repeatedly.

Front 15

Classical Conditioning

Back 15

A form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus.

Front 16

Operant Conditioning

Back 16

A form of learning in which reward and punishment determine the likelihood that a behavior will recur.

Front 17

Autobiographical memory

Back 17

Memories of the significant events and experiences of someone's own life.

Front 18

One-to-one Principle

Back 18

A counting principle that states that there must be one and only one number name for each object counted.

Front 19

Stable-Order Principle

Back 19

A counting principle that states that number names must always be counted in the same order.

Front 20

Cardinality Principle

Back 20

A counting principle in which the last number name denotes the number of objects being counted.

Front 21

Zone of Proximal development

Back 21

The difference between what children can do with assistance and what they can do alone.

Front 22

Scaffolding

Back 22

A style in which teachers gauge the amount of assistance they offer to match the learner's needs.

Front 23

Private Speech

Back 23

A child's comments that are not intended for others but are designed instead to help regulate the child's behavior.

Front 24

Phonemes

Back 24

Unique sounds used to create words, making them the basic building blocks of language.

Front 25

Infant-Directed Speech

Back 25

Speech that adults use with infants that is slow, has exaggerated changes in pitch and volume, and is thought to aid language acquisition.

Front 26

Cooing

Back 26

Early vowel-like sounds that babies produce.

Front 27

Babbling

Back 27

Speechlike sounds that consist of vowel-consonant combinations and are common at about 6 months.

Front 28

Fast Mapping

Back 28

A child's connections between words and referents that are made so quickly that he or she cannot consider all possible meanings of the word.

Front 29

Under-extension

Back 29

When children define words more narrowly than adults do.

Front 30

Over-extension

Back 30

When children define words more broadly than adults do.

Front 31

Phonological Memory

Back 31

The storage of intermediate sounds.

Front 32

Referential Style

Back 32

A language-learning style of children whose vocabularies are dominated by names of objects, people, or actions.

Front 33

Expressive Style

Back 33

A language-learning style of children whose vocabularies include many social phrases that are used like one word.

Front 34

Telegraphic Speech

Back 34

Speech used by young children that contains only words necessary to convey a message.

Front 35

Grammatical Morphemes

Back 35

Words or endings of words that make a sentence grammatical.

Front 36

Over-regularization

Back 36

Grammatical usage that results from applying rules to words that are exceptions to the rule.