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95 Cards in this Set
- Front
- Back
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Schemes |
Piaget says these are actions or mental representations that organize knowledge.
Ex: a baby's schemes are simple actions oon objects, sucking, looking and grasping |
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Accomodation |
when children adjust their schemes to take account of new information and experiences.
Ex: toddler who has learned the word car to identify family's car, might call all moving vehicles cars. Child learns that motorcycles and trucks are different and adjusts. |
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Assimilation |
occurs when children use their existing schemes to deal with new information or experience. Calls all moving vehicles a "car". they have assimilated these objects into their existing scheme. |
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Piaget's Four Stages of cognitive Development |
1. Sensorimotor - Birth to 2 years 2. Preoperational - 2 to 7 years 3. Concrete Operational - 7 to 11 years 4. Formal Operational - 11 through adulthood |
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Sensorimotor Stage
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Birth to 2 years
infant constructs an understanding of the world by coordinating sensory experiences (seeing and hearing) with physical, motoric actions. |
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Preoperational Stage |
2 to 7 years
Child begins to represent the world with words and images. |
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Concrete Operational Stage |
7 to 11 years
child can now reason logically about concrete events and classify objects into different sets. |
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Formal Operational Stage |
the adolescent reasons in more abstract, idealistic and logical ways.
Post formal thought - alot of adults do not develop this. |
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Equilibration |
a mechanism that Piaget proposed to explain how children shift from one stage of though to the next. |
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Object Permanence |
have the ability to mentally represent objects. the understanding that objects continue to exist even when they cannot be seen, heard or touched. |
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Symbolic function substage |
is the first substage of preoperational thought, occurring roughly between the ages of 2 and 4. the young child gains the ability to mentally represent an object that is not present |
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Egocentrism |
can't distinguish among different perspectives.
inability to distinguish between one's own perspective and someone else's perspective. |
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Animism |
another limitation of preoperational thought, is the belief that inanimate objects have lifelike qualities and are capable of action.
"that tree pushed the leaf off" |
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Conservation |
The awareness that altering the appearance of an object or a substance does not change its basic properties.
Ex: Cutting a single bar in two does not make more |
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Intuitive thought substage |
the second substage of preoperational thought, occurring between approx. 4 and 7. children begin to use primitive reasoning and want to know the answers to all sort of questions. |
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Vygotsky's Zone of Proximal Development (ZPD) |
Task are to difficult for the child to perform alone, they require assistance from an adult or a more skilled child. they can be mastered with guidance and assistance. |
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Vygotsky theory |
emphasis on social interaction. kids learning through interaction. |
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Post Formal Thought |
thinking that is reflective, relativistic and contextual; provisional, realistic; and influenced by emotions.
true - alot of adults don't develop this. |
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Scaffolding (Vygotsky's) |
a teaching technique in which a more skilled person adjusts the level of guidance to fit the child's current performance level. Dialogue is an important aspect of scaffolding. |
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Encoding |
is the process by which information gets into memory. increased skill at encolding relevant information and ignoring irrelevant information.
Ex: 4 yr. old, an s in cursive writing is a shape different from an "s" that is printed. A 10 yr. has learned to encode the relevant fact that both are the letter "s" and ignores the irrelevant difference in shape. |
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automaticity |
the ability to process information without consciously thinking about it.
processing with little or no effort |
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metacognition |
Cognition about cognition, or "knowing about knowing".
Thinking about Thinking. |
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Selective Attention |
focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant.
Ex: focusing on one voice among many in a crowded noisy room. |
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Divided Attention |
involves concentrating on more than one activity at the same time.
Ex: listening to music while reading this chapter |
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Sustained Attention |
the ability to maintain attention to a selected stimulus for a prolonged period of time. Sustained attention is also called vigilance. |
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Executive Attention |
involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances. |
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Attention |
focusing of mental resources. |
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Joint Attention |
Focus by individuals on the same object or event; requires an ability to track another's behavior, one individual to direct anothers attention, and reciprocal interaction.
Ex: Father and baby both looking at an object. |
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Schemas |
Mental frameworks that organize concepts and information |
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implicit memory |
Memory without conscious recollection - memory of skills and routine procedures that are performed automatically. |
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Explicit memory |
to conscious memory of facts and experiences. when people think about memory, they are usually referring to explicit memory.
Can be divided into Episodic Memory and Semantic Memory. |
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Memory |
Retention of information over time |
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Schema Theory |
Theory stating that prople mold memories to fit information that already exists in their minds. |
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Short Term Memory |
involves the retention of information for up to 15 to 30 seconds, without rehearsal of the information. |
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Long Term Memory |
A relatively permanent and unlimited type of memory. |
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Working Memory |
Alan Baddeley defines as a kind of mental "work-bench" where individuals manipulate and assemble information when they make decisions, solve problems and comprehend written and spoken language. Working memory is described as more active and powerful in modifying information than short term memtory. |
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Elaboration |
engagement in more extensive processing of information, benefiting memory. |
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Episodic Memory (explicit memory) |
the retention of information about the where and when of life's happenings.
Ex: What was it like when your little sister was born? |
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Semantic Memory (explicit memory) |
a person's knowledge about the word, including fields of expertise, general academic knowledge, and "everyday knowledge" about meanings of words, names of famous individuals, important places, and common things. |
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Source Memory |
The ability to remember where one learned something. |
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Prospective Memory |
involves remembering to do something in the future.
Ex: take your medicine. |
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Critical Thinking |
involves grasping the deeper meaning of ideas, keeping an open mind about different approaches and perspectives and deciding for oneself what to believe or do.
Thinking reflectively and productively, and evaluating the evidence |
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Processing speed |
declines in m;iddle and late adulthood. the decline in processing speed is linked with a decline in working memory. |
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Processing information in Memory Activities |
Encoding - getting information into memory Storage - retaining information over time Retrieval - Taking information out of storage. |
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Metamemory |
individuals knowledge about memory, important form of metacognition. includes general knowledge about memory, such as knowing that recognition test (multiple choice) are easier that recall tests (essay questions).
encompasses knowledge about one's own memory, such as knowing whether you have studied enough for an upcoming test. |
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Intelligence |
ability to solve problems and to adapt to and learn from experience.
Intelligence cannot be directly measured |
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Mental Age (MA) |
an individual's level of mental development relative to others. |
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Normal Distribution |
Stanford - Binet intelligence test and the Wechsler scales.
a symmetrical, bell-shaped curve with a majority of the scores fall in the middle range of scores and a few appearing toward the extremes of the range. |
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Triarchic Theory of Intelligence |
Sternberg developed, it states that intelligence comes in three forms:
1. Analytical intelligence - ability to analyze, judge 2. Creative Intelligence - create, design invent 3. Practical - apply, implement, put ideas into practice. |
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Emotional Intelligence |
the ability to perceive and express emotion accurately and adaptively (such as taking the perspective of others), to understand emotion and emotional knowledge (such as understanding the roles that emotions play in friendship and marriage), to use feelings to facilitate thought (such as being in a positive mood which is linked to creative thinking), and to manage emotions in oneself and others, (such as being able to control one's anger) |
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Culture Fair Tests |
intelligence tests that are designed to avoid cultural bias. |
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Crystallized Intelligence |
An individuals accumulated information and verbal skills, which continues to increase with age. |
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Fluid Intelligence |
the ability to reason abstractly, which begins to decline in middle adulthood. |
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Cognitive Mechanics |
the "hardware" of the mind, reflecting the neurophysiological architecture of the brain as developed through evolution. Cognitive mechanics involves the speed and accuracy of the processes involving sensory input, visual and motor memory, discrimination, comparison, and catagorization |
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Wisdom |
expert knowledge about the practical aspects of life that permits excellent judgment about important matters. |
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Mental Retardation |
a condition of limited mental ability in which the individual has 1. low IQ, usually below 70; 2. has difficulty adapting to everyday life; 3. first exhibits these characteristics by age 18. |
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Giftedness |
having above average intelligence (IQ of 130 or higher) and/or superior talent for something |
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Creativity |
the ability to think about something in novel and unusual ways and come up woth uniquye, good solultions to problems. |
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Divergent Thinking |
Thinking that produces many answers to the same question; characteristic of creativity |
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Convergent Thinking |
thinking that produces one correct answer, kind of thinking required on conventional intelligence tests. |
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Language |
a form of communication, whether spoken , written or signed is based on a system of symbols. |
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Phoneme |
Basic unit of sound; smallest unit of sound that affects meaning. |
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Morpheme |
basic unit of language; minimal unit of meaning, it is a work or a part of word that cannot be broken into smaller meaningful parts. |
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Syntax |
the way words are combined to form acceptable phrases and sentences. |
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Semantics |
the meanings of words and sentences |
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Pragmatics |
the appropraite use of language in different contexts. |
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Telegraphic Speech |
the use of short, precise words without grammatical markers.
Ex: Mommy give tommy ice cream; juice gone |
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Fast Mapping |
a process that helps to explain how young children learn the connection between a word and its referent so quickly. |
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Whole Language Approach |
stresses that reading instruction should parallel children's natural language learning. Reading is taught to recognize whole words or sentences, and to guess the meaning by what they are reading. |
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Phonics Approach |
emphasizes that reading instruction should be built on the idea teaching basic rules for translating written symbols into sound. |
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Broca's Area |
an area of the brain's left frontal lobe that is involved in producing words. |
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Wernicke's area |
a region of the brain's left hemisphere that is involved in language comprehension. |
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LAD - Chomsky's Language Acquisition Device |
Chomsky's term that describes a biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics.
Children are endowed by nature with the ability to detect the sounds of language. |
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Over extension |
the tendency to apply a word to objects that are inappropriate for the word's meaning.
Ex: Dada uses for all men. |
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Emotion |
feeling, or affect, that occurs when a person is engaged in an interaction that is important to him or her, especially to his or her well being. |
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primary emotions |
emotions that are present in ;humans and other animals, emerge early in life, and are culturally universal; examples are joy, anger, sadness, fear, disgust. |
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Reflexive Smile |
a smile that does not occur in response to external stimuli and appears during the first month after birth, ususally during sleep |
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Social Smile |
a smile that occurs in response to an exxternal stimulus, typically a face, such as seeing mommy. |
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Stranger Anxiety |
an infant's fear of and wariness toward strangers. usually emerges gradually, first appears at about 6 months a of age, by 9 months more intense. |
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Separation Protest |
Fear of being separated from their caregiver, results in crying when caregiver leaves. |
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Temperament |
An individuals behavioral style and characteristic way of responding.
Chess & Thomas classified into three types:
easy child - positive mood. difficult child - reacts negatively and cries freq. slow to warm up child - low activity level, somewhat neg., low intensity of mood. |
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Social Referencing |
the term used to describe "reading" emotional cues in others to help determine how to act in a specific situation |
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Attachment Types |
Parents and childrend Romantic partners |
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Securely attached babies |
babies who use the caregiver as a secure base from which to explore the environment.
Trust vs Mistrust. |
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Insecure avoidant babies |
babies who show insecurity by avoiding the mother |
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insecure resistant babies |
babies who might cling to the caregiver; the resist her by fighting against the closeness, perhaps by kicking or pushing away.
Ex: strange situation exp. |
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insecure disorganized babies |
babies who show insecurity by being disorganized and disoriented. |
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Triangular Theory of Love (Sternbergs) |
States that love has three main components:
Passion - physical and sexual attraction to another. Intimacy - emotinal feelings of warmth, closeness, and sharing in a relationship Commitment - cognitive appraisal of the relationship and our intent to maintain the relationship even in the face of problems. |
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Romantic Love |
also called passionate love; strong components of sexuality and infatuation. |
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Affectionate Love |
also called companionate love; when indidivuals desire to have another person near and have a deep, caring affection for the person. |
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Emotional Regulation |
during first year of life infant gradually develops an abiity to inhibit or minimize, the intensity and duration of emotional reactions. |
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Emotion dismissing |
parents view their role as to deny, ignore or change negative emotions. |
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Emotional Coaching |
monitor childs emotions and uses negative emotions as a time for teaching, and to deal with the emotion. |
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Internal working model of attachment |
info. about relationships, deserve good things. |
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Contact comfort |
babies need physical warmth. |
