Ed Psych Midterm 2

Front 1

Describe adaptation in terms of Piaget's theory

Back 1

The process of building schema through interaction with the environment. Consists of assimilation and accommodation

Front 2

circular reaction

Back 2

From Piaget's theory, a means of adapting schemes in which babies try to repeat a chance event caused by their own motor activity

Front 3

object permanence

Back 3

the understanding that objects continue to exist when they are out of sight

Front 4

seriation

Back 4

the ability to arrange items along a quantitative dimension such as lenght or weight

Front 5

animistic thinking (animism)

Back 5

the belieft that inanimate objects have lifelike qualities like feelings and thoughts

Front 6

operations

Back 6

mental representations of actions that obey logical rules

Front 7

sociodramatic play

Back 7

make believe play with other children about age 2 up to age 7

Front 8

A not B search error

Back 8

the error made by 8-12 month olds. After an object is moved from hiding place A to place B, they still search for it in place A

Front 9

conservation

Back 9

the understanding that certain physical characteristics of objects reaamin the same even when their outward appearances change (narrow tall glass of water = wide short glass)

Front 10

centration

Back 10

Piaget- the tendency to foucus on one aspect of a situation and neglect other important features

Front 11

egocentrism

Back 11

failure to distinguish others' symbolic viewpoints from one's own

Front 12

intersubjectivity

Back 12

the process where two participants arrive at a shared understanding (adults use language that kids will understand)

Front 13

ZPD

Back 13

Vygotsky- a range of tasks too dificult for the child to do alone but possible with the help of adults or more skilled peers

Front 14

scaffolding

Back 14

assistance give to the child's level of performance, as competence increase the adults gradually withdraws support and the child takes over

Front 15

reciprocal teaching

Back 15

teacher and two to four students for a cooperative group whithin which dialogues occur that create a ZPD

Front 16

core knowledge perspective

Back 16

states that infants begin with innate, special purpose knowledge systems or core domains of thought, each of which permits a ready grasp of new , related information and therefore supports early, rapid development

Front 17

Theory Theory

Back 17

assumes that children draw on innate concepts to form naive theories or explanations of everyday events in each core domain of thought, they test their theory against experiance and revise it when it cannot account for new information

Front 18

sensory register

Back 18

part of the information processing system in which sights and sounds are represented directly and stored briefly before they decay or are transferred to working memory

Front 19

working memory

Back 19

aka short term memory, "work" on a limited amount of information actively applying mental strategies to ensure that information will be retained and used effectively to comprehend, reason, and solve problems

Front 20

long term memory

Back 20

aka permanent memory, the largest storage area of the mental system, permanent knowledge base

Front 21

metacognition

Back 21

awareness and understanding of various aspects of thought (thinking about thinking)

Front 22

reconstruction

Back 22

the type of memory that involves recoding information while it is in the system or being retrived

Front 23

gist

Back 23

Fuzzy- trace theory- a vague fuzzy representation of information that preserves essential content without details and is especially useful for resoning

Front 24

scripts

Back 24

general representations os what occurs and when it occurs in a particular situation used to organize and interpret repeated events

Front 25

episodic memory

Back 25

memory for personally experienced events

Front 26

semantic memory

Back 26

vast, taxonomically organized and hierarchically structured general knowledge system

Front 27

autobiographical memory

Back 27

representations of one time events that are long lasting because they are imbued with personal meaning

Front 28

connectionism

Back 28

models of mental functioning that focus on the most basic information processing unit, using computer simulations to imitate the workings of neurons and their connections in the brain

Front 29

emergent literacy

Back 29

children's active efforts to construct literacy knowledge through informal experiences

Front 30

ordinality

Back 30

order relationships (more than less than) between quantities

Front 31

cardinality

Back 31

the last word in a counting sequence indicates the quantity of items in the set

Front 32

LAD

Back 32

language acquisition device- Chomsky (nativist) an innate system containing a universal gramme that permits children once they have acquired sufficient vocabulary to understand and speak in a rule oriented fashion

Front 33

phoneme

Back 33

the smallest unit of sound that signal a change in meaning

Front 34

Child directed speech

Back 34

they way adults talk to children- high pitched voice, short sentences, exaggerated expressions, clear pronunciation, pauses, gestures, repetition, "motherese"

Front 35

fast mapping

Back 35

children's ability to connect a new word with it's meaning through the context of a sentence after only a brief encounter with the word

Front 36

semantic bootstrapping

Back 36

children's reliance on semantics (word meanings) to figure out sentence structure

Front 37

referential style

Back 37

style used by toddlers where they use language to primarily identify/ label objects

Front 38

expressive style

Back 38

toddler uses language primarily to talk about their own and others' feelings and needs, initial vocabulary emphasises social formulas and pronouns

Front 39

recasting

Back 39

the adult corrects the child's grammatical error by repeating it back in the correct way "I goed to the zoo" "Yes, you went to the zoo"

Front 40

turnabout

Back 40

in conversation the speaker comments on what has just been said and then adds a request to get the partner to respond again

Front 41

referential communication skills

Back 41

ability to produce clear verbal messages and to recognize when the meaning of other's message is unclear

Front 42

illocutionary intent

Back 42

what a speaker means to say is not expliclty states (sarcasm, passive suggestion Etc.)

Front 43

self conscious emotions

Back 43

emotions such as shame, embarrassment, guilt, envy, and pride that involve injury to or enhancement of our sense of self

Front 44

emotional display rules

Back 44

a society's rules specifying when, where and how it is appropriate to express emotions

Front 45

emotional self regulation

Back 45

strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals

Front 46

secure base

Back 46

baby's use of the familiar caregiver as the point from which to explore the environment and return to for emotional support

Front 47

separation anxiety

Back 47

an infant's distressed reaction to the departure of the familiar caregiver

Front 48

social smile

Back 48

smile evoked by the stimulus of the human face 6-10 weeks

Front 49

interactional synchrony

Back 49

caregiver responds to infant signals in a rhythmic and appropriate fashion and both partners match emotional states especially positive ones

Front 50

internal working model

Back 50

set of expectations about the availability of attachment figures their likelihood of providing support during times of stress and the self's interaction with those figures which becomes a guide for all future close relationships

Front 51

problem centered coping

Back 51

general strategy for managing emotion in which the individual appraises the situation as changeable, identifies the difficultly and decides what to do about is

Front 52

prosocial behavior

Back 52

actions that benefit another person without any expected reward for the self aka altruistic behavior

Front 53

Describe thought in the procreational stage

Back 53

unidemensional, no logic

Front 54

Describe the art abilities of a very young infant ~ 18 mo

Back 54

random full arm scribbles, promotes hand eye coordination

Front 55

What are some new features of art from 2-3 year olds

Back 55

stabilize paper w/ free hand, name scribbles but these names don't last

Front 56

When do we see the tadpole man in drawings

Back 56

about 4 years

Front 57

What is the first representation in children's art? The second?

Back 57

1. human body
2. their home

Front 58

When new features are found in the art of 5 year olds

Back 58

partial representation and size relativity

Front 59

At age 6, drawings become more detailed and realistic. What do we see more emphasis on?

Back 59

proportion, placement, order

Front 60

When do children begin to draw in three dimensions?

Back 60

9-10 years

Front 61

What is an operation

Back 61

an internalized set of action, organized, reflects rules and a system or order, follows principles of logic

Front 62

What are some examples of operations?

Back 62

conservation, perspective taking, classification, games, language

Front 63

Describe the features of a Pigetian classroom

Back 63

hands on, age/ stage appropriate material, discussion, build from knowledge base

Front 64

What type of learning does Vygotsky advocate

Back 64

discovery learning

Front 65

What is the ZPD and how do we reach it?

Back 65

zone of proximal development, expanded through dialogue

Front 66

What are the components of scaffolding

Back 66

questioning, prompting, suggesting strategies

Front 67

How do Vygotsky and Piaget view self talk

Back 67

Vygotsky- essential to advance cognitive development, helps child think about their behavior, chouse course of action, and is the foundation of higher processes
Piget- "egocentric speech" child can't take on another perspective

Front 68

Compare and contrats Pg. with Vty. on their view of language and thought

Back 68

Pg- thought before language
Vty- language before though, language is the mode by which we think

Front 69

Compare and contrats Pg. with Vty. on their view of learning and development

Back 69

Pg- stage determiens what the child is capable of learning
Vty- learning determines the level of development

Front 70

Compare and contrats Pg. with Vty. on their view of discoversy learning and curriculum

Back 70

Pg- stage determined
Vty- individual ZPD

Front 71

Compare and contrats Pg. with Vty. on their view of group work

Back 71

Pg- groupgs are homogenous
Vty- dialouge leads to learning, group is mixed with experts/ peers of different levels

Front 72

Compare and contrast Pg. with Vty. on their view of self talk

Back 72

Pg- negative, the child cannot take another's perspective
Vty- positive, it is the basis for further cognitive development

Front 73

What are the domains of knowledge

Back 73

physical, psychological, biological, social

Front 74

What is the sensory register?

Back 74

the initial part of memory lasting 1/4 to 1/2 a second

Front 75

How are images from the eyes stored in the sensory register? From the ears?

Back 75

icons, echos

Front 76

How long can the working memory store information? How much can it store?

Back 76

About 20 seconds, it can store 7 +/- 2 units

Front 77

What are the two different forms of retrieval?

Back 77

recall- essay exams
recognition- multiple choice

Front 78

Name some common memory strategies

Back 78

rehearsal, organization, elaboration

Front 79

What are central conceptual structures? Examples?

Back 79

they are representational systems of a domain of knowledge
examples- number, space, social interaction

Front 80

What are the principles of counting?

Back 80

1 to 1, stable order, order irrelevance, cardinality, abstraction principle, ordinarily

Front 81

Describe the 1 to 1 counting principle

Back 81

each item is only counted once

Front 82

Describe the stable order principle in counting

Back 82

need to count in order 1, 2, 3

Front 83

Describe the order irrelevance counting principle

Back 83

when counting , it doesn't matter where you start, the number of items doesn't change

Front 84

Describe the abstraction principle of counting

Back 84

counting is not limited to specific objects, you can count anything!

Front 85

What is the sequence of communication

Back 85

sender, message, receiver, response

Front 86

In terms of language, what does displacement refer to

Back 86

a sound or symbol is used to represent something when it is not there

Front 87

What are the four parts of language

Back 87

phonology, semantics, grammar, pragmatics

Front 88

What is phonology

Back 88

the sounds of a language, english has 45 phonemes

Front 89

what is semantics

Back 89

the meaning derived from words

Front 90

what is grammar and what are its two components?

Back 90

the rule that govern language
syntax- rules
morphology- grammatical markers- tense, gender, possession, case, voice

Front 91

What is pragmatics?

Back 91

the context of language
Ex: raise voice at the end of a question, sarcasm vs. fact, intonation

Front 92

How would skinner describe language acquisition?

Back 92

conditioning and reinforcement encourage the child to develop language

Front 93

What is chompsky's theory of language development?

Back 93

A nativist, child is born with LAD which helps them learn language

Front 94

What is broca's area

Back 94

area of the brain involved with speech production

Front 95

What is wernicke's area

Back 95

area of the brain involved with language comprehension

Front 96

What is the LASS?

Back 96

language acquisition support system

Front 97

How does Vygotsky describe language acqusition

Back 97

scaffolding, child directed speech

Front 98

what are the strategies of child directed speech (CDS)

Back 98

recasting (rephrasing)
echoing (repeating)
expanding (enhanced restating)
labeling (naming)

Front 99

Describe the function of babbling

Back 99

the first sign of language acquisition, it is universal

Front 100

What is babbling drift

Back 100

around 7 months babies start to babel in less universal sounds and more in sounds that reflect their native langugae

Front 101

What is a holophrase?

Back 101

Around 12 months, children used holophrases to convey meaning when thier vocabulary isn't sufficient enough to do so. The way the say the word attempt to convery further meaning. Avery said "pancakes"

Front 102

How many words are in the typical 18 month old child

Back 102

50

Front 103

What type of speech characterizes that of 18-24 month olds

Back 103

telegraphic- focuses on the important
simple, two word phrases adjective- noun, adverb- noun, noun- verb

Front 104

What is under-extension?

Back 104

child uses a word to only refer to one specific thing, uses a common noun as a proper one

Front 105

what is over-extension

Back 105

example- "daddy" refers to all men, not just dad

Front 106

What is over-regulation

Back 106

applying rules to all words, not using expctions
He goes to the store vs. He went to the store

Front 107

What types of negation are evident among 2.5 year olds?

Back 107

non existence
rejection
denial

Front 108

What types of mistakes to toddlers make in phonology

Back 108

mispronunciations-
cluster reduction (stop- sop), assimilation (tub- bub), reduplication (water- wa wa), subsitition (red- wed)

Front 109

what is non organic failure to thrive?

Back 109

the ifant does not develop properly dispite their physical needs being met, emotional neglect

Front 110

What is a somatoform disorder

Back 110

emotions lead to actual physical disorders- anxiety, stress = high blood pressure, ulcers etc.

Front 111

WHat are the basic emotions?

Back 111

Happiness
interst
Sadness
anger
surpirse
fear
disgust

Front 112

Describe the features of attachment

Back 112

bidirectional, indefinite length, happens anytime, not the same as bonding

Front 113

What are the functions of attachment

Back 113

foundation for subsequent relationships, learn social behaviors, facilitates moral development, survival needs met

Front 114

How would Freud describe the formation of attachment

Back 114

attachment gratifies oral needs

Front 115

How would Erickson describe the formation of attachment

Back 115

trust vs. mistrust

Front 116

How would skinner describe the formation of attachment

Back 116

**skinner would not recognize attachment in the emotional sense, rather he would look for attachment behaviors**
attachment behaviors result from reinforcement

Front 117

How is bonding different from attachment

Back 117

bonding is biologically based, mother must have exposure to child within first 24 hours, short term, last about 6 weeks

Front 118

How would Harlow describe the formation of attachment

Back 118

contact comfort

Front 119

How would piaget describe the formation of attachment

Back 119

object permanence

Front 120

What are Bowlby and Ainsworth's stages of attachment?

Back 120

prettachement, attachment, clear cut attachment, reciprocal relationship

Front 121

Describe preattachment

Back 121

0-6 weeks, built in signals

Front 122

Describe attachment in the making

Back 122

6 weeks- 6-8 months
begins to trust, predictability, social smile

Front 123

Describe clear cut attachment

Back 123

6-8 months- 18-24 months
separation anxiety

Front 124

describe reciprocal relationship

Back 124

18-24 months, language turn taking, decrease in egocentration

Front 125

What attachment styles are evident in the strange situation?

Back 125

secure attachment 65%
avoidant attachement 20%
resistant attachment 10-15%
disorganized attachement 5-10%

Front 126

What is secure attachement

Back 126

child uses parent as a secure base, prefers parent to stranger, actively seeks contact from parent upon their return

Front 127

What is avoidant attachement?

Back 127

unresponsive when parent is present, not distressed when parent leaves, not distressed in presence of a stranger, avoid or slow to greet parent upon return, often pushes parent away

Front 128

what is resistant attachement

Back 128

fail to explore
anger upon parent's return
cannot be comforted easily

Front 129

what is disorganized attachement

Back 129

dazed or flat, depressed facial expression
result of neglect

Front 130

List several factors that influence attachement

Back 130

stable life conditions, culture, number of caregivers, stress, major life changes, parenting style, interactional synchrony, sensitivity of infant, temperament