Human Development Psychology Ch 5

Front 1

Who believed that all aspects of cognition develop in an integrated fashion, changing in a similar way at about the same time as children move through four stages between infancy and adolescence?

Back 1

Jean Piaget

Front 2

Piaget's first stage;
spans the first 2 years of life;
he believed infants and toddlers "think" with their eyes, ears, hands, they cannot yet carry out many activities inside their heads

Back 2

Sensorimotor stage

Front 3

Specific psychological structures;
organized ways of making sense of experience;
change with age

Back 3

Schemes

Front 4

What two processes account for changes in schemes?

Back 4

Adaptation and organization

Front 5

Involves building schemes through direct interaction with the environment; consists of 2 complementary activities: assimilation and accommodation.

Back 5

Adaptation

Front 6

The extended world is interpreted in terms of current schemes.
Ex: Child that throws toy is assimilation it to his sensorimotor "throwing scheme"

Back 6

Assimilation

Front 7

Creating new schemes or adjusting old ones after noticing that our current ways of thinking do not capture the environment completely.
Ex:Child drops objects in diff ways.

Back 7

Accomodation

Front 8

When children are not changing much;
they assimilate more than they accommodate.
A steady comfortable condition

Back 8

Cognitive equilibrium

Front 9

Cognitive discomfort.
Realizing that new info does not match their current schemes, they shift from assimilation to accommodation.
after modifying schemes, they move back toward assimilation

Back 9

Cognitive disequilibrium

Front 10

What is Piaget's most complex period of development?

Back 10

Sensiormotor stage

Front 11

A process that takes place internally.
Once children forms new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system.

Back 11

Organization

Front 12

How many substages does the sensorimotor stage have?

Back 12

6

Front 13

Provides newborns with a special means of adapting their first schemes.
Involves the stumbling onto a new experience caused by the baby's own motor activity.

Back 13

Circular reaction

Front 14

Piaget's First substage.
Newborn reflexes

Back 14

Reflexive schemes

Front 15

Piaget's second substage.
Simple motor habits centered around the infant's own body.
Limited anticipation of events.
Start to gain voluntary control

Back 15

Primary circular reactions

Front 16

Piaget's third substage.
Actions are aimes at repeating interesting effects in the surrounding world.
Imitation of familiar behaviors.
Infants sit up and reach for and manipulate objects.

Back 16

Secondary circular reactions

Front 17

Piaget's fourth substage.
Intentional/ goal directed behavior.
Ability to find a hidden object in the first location in which it is hidden.
Improved anticipation of events.
Limitation of behaviors slighlty different from those the infant usually performs.

Back 17

Coordination of secondary circular reactions

Front 18

Coordinated schemes deliberately to solve simple problems

Back 18

Intentional/ goal directed behavior

Front 19

The understanding that objects continue to exist when out of sight.

Back 19

Object permanence

Front 20

Search that shows if child reaches several times for an object at a first hiding place (A), then sees it moved to a second (B), they still search for it in the first hiding place (A).

Back 20

A-not-B search error.

Front 21

Piaget's fifth substage.
Exploration of the properties of the objects by acting on them in novel ways.
Imitation of novel behaviors.
Ability to search in several locations for a hidden abject (accurate A-not-B search).
Child repeats behaviors with variation

Back 21

Tertiary circular reactions

Front 22

Internal depictions of information that the mind can manipulate.

Back 22

Mental representation

Front 23

There are 2 kinds of mental representation; what are they?

Back 23

Images- mental pictures
Concepts- categories in which similar objects or events grouped together

Front 24

Piaget's last substage.
Internal depiction of objects and events.
Ability to find an object that has been moved while out of sight,
Deferred imitation and make believe play.

Back 24

Mental representation

Front 25

Finding a toy moved while out of sight.
Such as into a small box while under cover.

Back 25

Invisible displacement.

Front 26

The ability to remember and copy the behavior of models who are not present.

Back 26

Deferred imitation

Front 27

Children act out everyday and imaginary activities

Back 27

Make believe play

Front 28

To discover what young infants know about hidden objects and other aspects of physical reality, researchers use what method?

Back 28

The violation-of expectation method

Front 29

A method in which researchers show babies an expected event and an unexpected event. Heightened attention to the unexpected event suggests that the infant is "surprised" by a deviation from the physical reality and is aware of that aspect pf the physical world.

Back 29

The violation of expectation method

Front 30

There are 2 beliefs to how the cognitive starting point in infants is. what are they?

Back 30

1)Newborns begin with a set of biases for attending to certain info and with general purpose learning procedures.
2) Infants start out with impressive understandings.

Front 31

Babies are born with a set of innate knowledge systems, or core domains of thought.
Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development.

Back 31

Core knowledge perspective

Front 32

Who argues that infants can not make sense of the complex stimulation around them without having been genetically "set up" in the course of evolution to comprehend its crucial aspects?

Back 32

Core knowledge theorists

Front 33

Enables swift language acquisition in early childhood

Back 33

Liguistic knowledge

Front 34

Understanding of mental states, such as intentions, emotions, desires, and beliefs.

Back 34

Psychological knowledge

Front 35

Babies can discriminate up to how may objects when a certain number is hidden and another is either taken away or put with it?

Back 35

3

Front 36

The basis for a major approach to cognitive development:
1. many cognitive changes of infancy are not abrupt and stagelike but gradual and continuous,
2. rather than developing together, various aspects of infant cognition change unevenly .

Back 36

Information processing

Front 37

What type of theorists want to know exactly what individuals of different ages do when faced with a task or problem?

Back 37

Information- processing theorists

Front 38

What are the three parts of the mental system where we hold information?

Back 38

The sensory register, working or short term, and long term memory.

Front 39

As information flows through each mental system, we use these strategies to operate on and transform it, increasing the chances that we will retain info, use it efficiently, and think flexibly, adapting the info to change circumstances.

Back 39

Mental strategies

Front 40

One part of the mental system, where sights and sounds are represented directly and stored briefly.

Back 40

Sensory register

Front 41

One part of the mental system, where we actively apply mental strategies as we "work" on a limited amount of information

Back 41

Short term or working memory

Front 42

To manage short term memory, a special part of it called this, directs the flow of information.
It decides what to attend to, coordinates incoming information with info already in the system, and selects, applies, and monitors strategies.
The conscious, reflective part of mental system.

Back 42

Central executive

Front 43

One part of the mental system, which is the largest portion. Our permanent base, which is unlimited.

Back 43

Long term memory

Front 44

What to information processing theorists believe about the basic structure and capacity of the mental system?

Back 44

basic structure- remains similar throughout life.
Capacity- increases with age

Front 45

The amount of information that can be retained and processed at once and the speed with which it can be processed in the mental system.

Back 45

Capacity

Front 46

Why do young babies have long habituation times (they take a long time to habituate and then recover to novel visual stimuli)?

Back 46

Because they have difficulty disengaging their attention from interesting stimuli

Front 47

With transition to toddlerhood, what declines and what improves?
(sustained attention, attraction to novelty)

Back 47

Attraction to novelty, sustained attention

Front 48

What 2 conditioning habits provide windows into early memory development?

Back 48

Operant conditioning and habituation/recovery

Front 49

Noticing when a stimulus is identical or similar to one previously experienced.
Simplest form of memory

Back 49

Recognition

Front 50

More challenging that recognition because it involves remembering something not present

Back 50

Recall

Front 51

Long- term recall depends on connections of what?

Back 51

The cerebral cortex, esp with the frontal lobes

Front 52

Grouping similar objects and events into a single representation.
Helps infants make sense of experience

Back 52

Categorization

Front 53

Based on similar overall appearance

Back 53

Perceptual

Front 54

Based on common functions or behaviors

Back 54

Conceptual

Front 55

Babies' earliest categories are what? But from the second year on, more categories are this.

Back 55

Perceptual, conceptual

Front 56

Defined as most of us cannot retrieve events that happened to us before age 3.

Back 56

Infantile amnesia

Front 57

Personal meaningful one-time events from both recent and the distant past.
Like when a sibling was born, birthday party, or a move to a new house

Back 57

Autobiographical memory

Front 58

How do children during the first few years remember?

Back 58

With nonverbal techniques

Front 59

What is the period to which infantile amnesia subsides?

Back 59

36 and 48 months

Front 60

Researchers analyze each cognitive attainment to see how it results from a complex system of prior accomplishments and the child's current goals.

Back 60

Dynamic systems view

Front 61

Vygotsky's concept that refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners

Back 61

Zone of proximal development

Front 62

Who explained how infants and toddlers create new schemes by acting on the physical world?

Back 62

Piaget

Front 63

What states that certain skills become better developed as children represent their experiences more efficiently and meaningfully?

Back 63

Information processing

Front 64

Who emphasized that many aspects of cognitive development are socially mediated?

Back 64

Vygotsky

Front 65

Vygotsky believed that society provides children with the opportunities to represent culturally meaningful activities in play. He called it this, first learned under the guidance of experts.

Back 65

Make believe play

Front 66

How children's thinking changes

Back 66

process of development

Front 67

Mental tests focus on these.

Back 67

Cognitive products

Front 68

Researchers goal is to measure behaviors that reflect development and to arrive at scores that ______ future performances

Back 68

Predict

Front 69

What are the 3 steps to individual differences in early mental development?

Back 69

Process, Products, and Predict

Front 70

A commonly used test that assesses early language, cognition, and social behavior. Suitable for children between 1 month and 3.5 years

Back 70

Bayley Scales of Infant and Toddler Development

Front 71

What are the 3 main subtests for the Bayley-lll test?

Back 71

The cognitive scale, the language scale, and the motor scale.

Front 72

What are the 2 additional Bayley lll scales? They depend on parental report

Back 72

The social- emotional scale, and the adaptive behavior scale.

Front 73

Indicates the extent to which the raw score (number of items passed) deviates from the typical performance of same age individuals

Back 73

Intelligence quotient (IQ)

Front 74

To make IQ testing more companionable. Giving the test to a large, representative sample and using the results as the standard for interpretation

Back 74

Standardization

Front 75

Where most IQ score cluster around the mean (average) with progressively fewer falling toward the extremes. Bell shaped distribution

Back 75

Normal distribution

Front 76

Testing babies, helping to identify for further observation and intervention who are likely to have developmental problems

Back 76

Screening

Front 77

What is an alternative to IQ infant testing?

Back 77

Information processing, such as habituation

Front 78

A checklist for gathering information about the quality of children's home lives through observation and parental interview

Back 78

Home Observation for Measurement of the Environment (HOME)

Front 79

Parents who are genetically more intelligent may provide better experiences while giving birth to genetically brighter children, who evoke more stimulation from parent

Back 79

Genetic- environmental correlation

Front 80

Can reduce the negative impact of a stressed, poverty stricken home life. Sustains the benefits of growing up in an economically advantaged family

Back 80

Good child care

Front 81

What percent of child care centers provided infants and toddlers with positive, stimulating experiences to promote healthy psychological development?

Back 81

20-25%

Front 82

Standards, devised by the US National Association for Education of Young Children, specify program characteristics that serve young children's developmental and individual needs, based on both current research and expert consensus

Back 82

Developmentally appropriate practice

Front 83

What is the caregiver- child ratio for infants? For toddlers?

Back 83

1 to 3-infants
1 to 6- toddlers

Front 84

Without what, many children born into economically disadvantaged families will not reach their potential

Back 84

Early Intervention

Front 85

Provides limited funding for intervention directed at infants and toddlers at risk for developmental problems. Began in 1995.

Back 85

Early Head Start

Front 86

When do children say their first word? Combine 2 words? And have a vocab of about 10,000 words?

Back 86

12 months; 1.5-2 yrs; and 6 years

Front 87

Theory of how children acquire language; regards language development as entirely due to environmental influences

Back 87

Behaviorism

Front 88

Theory of how children acquire language; assumes that children are "prewired" to master the intricate rules of their language

Back 88

Nativism

Front 89

Who proposed that language, like any other behavior, is acquired through operant conditioning?

Back 89

Skinner

Front 90

What type of theorists believe that children rely on imitation to rapidly acquire complex utterances?

Back 90

Behaviorists

Front 91

An innate system that contains a universal grammar (set of rules common to all languages). It enables children, no matter which language they to, to understand and speak in a rule- oriented fashion as soon as they pick up enough words

Back 91

Language acquisition device (LAD)

Front 92

Recent ideas about language development emphasize interactions between inner capacities and environmental influences. What are the two types of internationalist theory?

Back 92

1. The information processing perspective to language development
2. Social interaction

Front 93

2 year old process sentence structures using the same what as adults do?

Back 93

Neural system

Front 94

Vowel like noises that babies make around 2 months.

Back 94

Cooing

Front 95

Around 6 months, when babies repeat consonant-vowel combinations in long strings.
Such as babababab or nanananan

Back 95

Babbling

Front 96

Defined in which the child attends to the same object or event as the caregiver.
Contributes greatly to early language development

Back 96

Joint attention

Front 97

Interaction between baby and caregiver at around 4-6 months, begin to include this.
Includes patty-cake and peek a boo.

Back 97

Give-and-take

Front 98

At the end of their first year, babies influence others' behaviors by using these.

Back 98

Preverbal gestures

Front 99

An early vocab error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate.

Back 99

Underextension

Front 100

A vocab error in infants that applies a word to a wider collection of objects and events than is appropriate

Back 100

Overextension

Front 101

What are the words children use?
And the words children understand?

Back 101

Language production; Language comprehension

Front 102

Toddlers undergo this transition from a slower to a faster learning phase.

Back 102

Spurt in vocabulary

Front 103

Two- word utterances.
They are like a telegram, they focus on high- content words, omitting smaller, less important ones

Back 103

Telegraphic speech

Front 104

Are girls or boys slightly more ahead in early vocab growth?

Back 104

Girls

Front 105

Style of early language learning where their vocab consists mainly of words that refer to objects

Back 105

Referential style

Front 106

Style of early language learning where children produce many more social formulas and pronouns

Back 106

Expressive style

Front 107

A form of communication made up of short sentences with high- pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of contexts.

Back 107

Child directed speech (CDS)

Front 108

CDS and parent-child conversation create this type of development in which children's language skills expand

Back 108

Zone of Proximal Development