Developmental Test 3

Front 1

the use of ideas, images or other symbols to stand for objects or events

Back 1

symbolic representation

Front 2

an abstract, rule-governed system of arbitrary symbols that can be combined in countless ways to communicate information

Back 2

language

Front 3

the system of sounds used in a language, the rules for combining those sounds to make words, and the use of stress and intonation in spoken sentences

Back 3

phonology

Front 4

speech sounds that contrast with one another in a particular language and can change the meaning of a word

Back 4

phonemes

Front 5

the meanings of words and sentences

Back 5

semantics

Front 6

the system of rules for combining morphemes to form words or to modify word meanings

Back 6

morphology

Front 7

the smallest meaningful units in a language

Back 7

morphemes

Front 8

the rules for organizing words into phrases and sentences

Back 8

syntax

Front 9

the rules governing conversation and social use of language

Back 9

pragmatics

Front 10

language skills used to put ideas into words

Back 10

productive skills

Front 11

language skills used to understand what other people say

Back 11

receptive skills

Front 12

sounds produced by infants during the first year of life, before they begin to speak

Back 12

prelinguistic vocalization

Front 13

reflexive vocalization that occurs automatically whenever an infant is aroused

Back 13

crying

Front 14

prelinguistic vocalizations that consist largely of vowel sounds and express pleasure and contentment

Back 14

cooing

Front 15

prelinguistic vocalizations that vary greatly in pitch and loudness, including occasional simple syllables

Back 15

vocal play

Front 16

prelinguistic vocalizations consisting of strings of syllables that sound increasingly like speech

Back 16

canonical babbling

Front 17

prelinguistic vocalizations in which infants use adultlike stress and intonation

Back 17

conversational babbling or jargon

Front 18

vocalizations that seem to have consistent meanings for a child and are used in attempts to communicate, but do not closely resemble adult words in sound or meaning

Back 18

protowords

Front 19

a style of early word use in which words primarily refer to objects and events

Back 19

referential style

Front 20

a style of early word use in which words primarily express social routines

Back 20

expressive style

Front 21

a sudden increase in words acquisition at about 18 months of age

Back 21

vocabulary spurt

Front 22

mistakes in detecting boundaries between words in a sentence

Back 22

segmentation errors

Front 23

a process in which a young child uses context cues to make a quick and reasonably accurate guess about the meaning of an unfamiliar word

Back 23

fast mapping

Front 24

the tendency for language-learning children and their adult conversation partners to share a focus of attention

Back 24

joint attention

Front 25

children's tendency to assume that unfamiliar words are names for objects rather than for attributes or actions

Back 25

whole-object assumption

Front 26

children's tendency to assume that no two words have the same meaning

Back 26

lexical contrast

Front 27

language errors in which the meaning a child attaches to a word is too restricted

Back 27

underextension

Front 28

language errors in which the meaning a child attaches to a word is too broad

Back 28

overextension

Front 29

a unit of language that carries little meaning by itself, but that changes the meaning of words of sentences in a systematic way

Back 29

grammatical morpheme

Front 30

language errors in which a child applies a morphological rule to a words that is an exception to the rule

Back 30

overregulation

Front 31

a category of words in a language that can fill similar syntactic roles in forming phrases and sentences

Back 31

form class

Front 32

a single word that conveys the meaning of a phrase or sentence

Back 32

holophrase

Front 33

a toddler speech style in which words not essential to the meaning of a sentence are omitted

Back 33

telegraphic speech

Front 34

the ability to use language in a socially appropriate way in a particular culture

Back 34

communicative competence

Front 35

theories that stress environmental factors in language acquisition

Back 35

environmentalist theories

Front 36

theories that stress inborn, biologically based factors in language acquisition

Back 36

nativist theories

Front 37

Chromsky's term for innate capacities of the human brain that make language acquisition possible

Back 37

language acquisition device (LAD)

Front 38

the modifications adults make in their speech when talking to young children

Back 38

child-directed speech (CDS) or motherese

Front 39

symbols that closely resemble the things they represent

Back 39

iconic symbols

Front 40

the process why which children acquire the rules, standards, and values of a culture

Back 40

socialization

Front 41

the process by which children naturally take on the rules and values of their culture through participation in relationships with caregivers

Back 41

appropriation

Front 42

Freud's term for the redirection of blocked biological drives and impulses

Back 42

sublimination

Front 43

the child's feeling that he/she is an autonomous force in the world, with the ability to influence the outcome of events

Back 43

executive competence

Front 44

the use of cues from another person to interpret situations and guide behavior

Back 44

social referencing

Front 45

the toddler's sharing of positive emotions with the caregiver

Back 45

affective sharing

Front 46

incorporating the parent's standards of behavior into the self

Back 46

internalization

Front 47

children's enthusiastic compliance with parents' directives

Back 47

committed compliance

Front 48

the distress toddlers experience over doing something forbidden

Back 48

deviation anxiety

Front 49

an emotion in which the self feels exposed, vulnerable, and bad

Back 49

shame

Front 50

an emotion in toddlers that is the forerunner of pride

Back 50

positive self-evaluation

Front 51

emotions that require some objective sense of self and some understanding of standards for behavior

Back 51

self-conscious emotions

Front 52

the process by which parents support the child in new tasks bu offering developmentally appropriate guidance, hints, and advice

Back 52

scaffolding

Front 53

the ability of toddlers to regulate their own behavior with guidance from caregivers

Back 53

guided self-regulation

Front 54

individual styles of responding to others and to the environment that form the roots of personality

Back 54

patterns of adaptation

Front 55

Mahler's term for the child's psychological separation from the caregiver and growing awareness of being an individual

Back 55

separation-individuation process

Front 56

children's unwilling compliance with parents' directives due to fear or parents' control of the situation

Back 56

situational compliance

Front 57

failure to meet a child's basic needs for food, warmth, cleanliness, and medical attention

Back 57

physical neglect

Front 58

deliberately causing a child physical injury

Back 58

physical abuse

Front 59

a chronic lack of parental involvement and emotional responsiveness

Back 59

emotional unavailability

Front 60

the tendency to consider only one piece of information when multiple pieces are relevant

Back 60

centration

Front 61

the tendency to define reality by surface appearances

Back 61

appearance-reality problem

Front 62

the inability to take the perspective of another person

Back 62

egocentrism

Front 63

in Piaget's theory, the period from ages 2-7, characterized by an inability to use logical operations

Back 63

peroperational period

Front 64

the tendency to attribute life to nonliving things

Back 64

animism

Front 65

the idea that the amount of something remains the same despite changes in its form, shape, or appearance

Back 65

conservation

Front 66

the ability to group things by shared characteristics, such as size or shape

Back 66

classification

Front 67

the ability to arrange things in a logical progression, such as from oldest to newest

Back 67

seriation

Front 68

the ability to infer the relation between two objects by knowing their respective relations to a third

Back 68

transitive inference

Front 69

any set of objects or events that are treated as the same in certain ways because they have features in common

Back 69

class

Front 70

the part of memory where incoming information from one of the fie senses is stored very briefly

Back 70

sensory register

Front 71

the part of memory where consciously noted information is stored for 10 to 20 seconds

Back 71

short-term or working memory

Front 72

the part of memory where information is stored for a long time

Back 72

long-term memory

Front 73

processes that control the transfer of information from a sensory register to working memory

Back 73

attention skills

Front 74

processes that retain information in working memory and/or transfer it to long-term memory

Back 74

memory skills

Front 75

the ability to perceive a particular stimulus as familiar

Back 75

recognition memory

Front 76

the ability to spontaneously pull information out of long-term memory

Back 76

free recall

Front 77

a child's understanding of the social world

Back 77

social cognition

Front 78

the understanding of the mind and mental operations

Back 78

theory of mind

Front 79

the difference between what children are capable of doing under optimal circumstances and how they actually do on a particular task

Back 79

competence-performance distinction

Front 80

an abstract representation of the sequence of actions needed to accomplish some goal

Back 80

script

Front 81

Erikson's term for a child's sense of independent purposefulness

Back 81

initiative

Front 82

this sense of being able to do things effectively on one's own

Back 82

self-efficacy

Front 83

a young child's normal need for adult help in solving complex problems or performing difficult tasks

Back 83

instrumental dependency

Front 84

a child's atypical need for continual reassurance and attention from adults

Back 84

emotional dependency

Front 85

the ability to suppress strong behaviors

Back 85

effortful control

Front 86

children's ability to direct their own activities, to adjust behavior to fit situations, and to exercise effortful control

Back 86

self-regulation

Front 87

a sense that the self endures despite temporary disruptions in relationships

Back 87

self-constancy

Front 88

thoughts about the self

Back 88

self-representation

Front 89

actions that conform to cultural expectations about what is appropriate for boys and for girls

Back 89

sex-typed behavior

Front 90

knowledge of cultural stereotypes regarding males and females

Back 90

gender-role concept

Front 91

the understanding that gender is permanent despite superficial changes

Back 91

gender constancy

Front 92

the theory that children form a concept or schema of male and female characteristics, with the content of the schema based on their particular social learn histories

Back 92

gender schema theory

Front 93

the capacities to control and direct emotional expression to maintain organized behavior in the presence of strong emotions, and to be guided by emotional experiences

Back 93

emotional regulation

Front 94

the ability to forgo an immediate reward in favor of a better reward at a later time

Back 94

delay of gratification

Front 95

the ability to modify self-restraint to adapt to changing circumstances

Back 95

ego resiliency

Front 96

negative acts intended to harm other of their possessions

Back 96

aggression

Front 97

positive feelings and acts directed toward others, with the intention of benefiting them

Back 97

prosocial behavior

Front 98

aggression used as a means to get something

Back 98

instrumental aggression

Front 99

aggression aimed solely at hurting someone else

Back 99

hostile aggression

Front 100

the ability to experience the emotions of another person

Back 100

empathy

Front 101

acting unselfishly to aid someone else

Back 101

altruism

Front 102

a parenting style in which the parents are nurturant, responsive, and supportive, yet set firm limits for their children

Back 102

authoritative parenting

Front 103

a parenting style in which parents fail to set firm limits or to require appropriately mature behavior of their children

Back 103

permissive parenting

Front 104

a parenting style in which parents are unresponsive, inflexible, and harsh in controlling behavior

Back 104

authoritarian parenting

Front 105

the process by which children strive to be like their parents in thoughts and feelings as well as in actions

Back 105

identification