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60 Cards in this Set
- Front
- Back
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sensorimotor stage |
Piaget believed infants and toddlers think with their eyes, ears, and hands and other sensorimotor equipment, yet they cannot yet carry out many activities inside their heads |
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schemes |
psychological structures-organized ways of making sense of the world |
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Adaptation |
in Piaget's sensorimotor theory: adaptation involves building schemes through direct interaction with environment |
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Assimilation |
using current schemes to interpret the external world (Piaget sensorimotor) |
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Accommodation |
we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely (Piaget sensorimotor) |
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organization (sensorimotor) |
when a child learns new schemes, they rearrange them and link them with other schemes to create an interconnected cognitive system |
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expectations infants have about the physical world; terms and descriptions |
· Object permanence – objects exist out of sight · Causality – objects obey physical laws · Quantity- objects are discrete and can be counted · Kind- objects belong in categories · Agency – the behavior of agents is differentfrom the behavior of objects |
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Object permanence (study ex) |
Minnie magic show barrier task |
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Quantity (study ex) |
2 video stream of multiple quantities of dots
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kind/type/category (study ex) |
habituation to cats vs dogs
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Agency and goal directedness |
wanting the teddy bear vs the ball Dumbbell- human versus machines |
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circular reaction (piaget sensorimotor) |
when a baby stumbles into a new experience caused by their own motor activity and then tries to repeat it (ex: making smacking sounds over and over) |
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A-not-B search error |
if a baby reaches several times for an object in a first hiding place, then see it moved to another place, but continue to search in the first place |
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violation-of-expectation method |
habituate babies to a physical event to familiarize them, then show an unexpected event, heightened attention to the unexpected event suggests the infant is surprised |
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active search (piaget) |
when you let a child play with a toy and then hide it under a cloth does the child search for it? |
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displaced reference |
words can be used to cue mental images of things not physically present-first birthday |
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core knowledge perspective |
babies are born with an innate set of knowledge systems, ready grasp of new/related info-rapid development |
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recall |
harder than recognition- requires child to actively remember something that is not readily present |
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language acquisition device (LAD) |
Nativist perspective- an innate system that contains a universal grammar, or set of rules that are common to all languages, enables children to learn any language quickly |
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Information processing view of language acquisition |
children use thegeneral ability for statistical learning tomake sense of language. |
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broca's area |
area in the brain (left frontal lobe) that is responsible for language production and grammatical processing |
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Wernicke's area |
left temporal lobe- responsible for language comprehension- word meanings |
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milestones of language development |
1-2 months- cooing, vowel sounds 3 months- simple articulation/more consonants 6 months -babbling/combining consonants and vowels end of first year- patterned speech around 1st birthday- words 18-24 months- two words utterances |
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Phonology |
How do children learn to produce and perceivethe sounds of their native language? |
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Semantics |
How do children learn themeanings of words? |
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Syntax |
grammar |
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pragmatics |
How do children put itall together to understand and convey ideas? |
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whole-object constraint |
assumption that a label of an object refers to the whole object- "truck" means whole object instead of the tires, doors, wheels |
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taxonomic constraint |
assume label refers to other members of the same category- all four legged things are doggos |
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mutual exclusivity bias |
assume a label refers to any object that does not already have a known label |
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basic level bias |
assume that a label refers to a basic level category |
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overextension |
applying a word to wider collection of objects or events than is appropriate-"car" for buses, trains, fire trucks, etc |
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under extension |
applying words too narrowly- bear applies to just your personal teddy bear and nothing else |
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overlaps |
word refers to not a folded up umbrella, but only an open umbrella and things similar to it |
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semantic bootstrapping |
Children's ability to use word meanings to help them work out the most likely grammatical structure of new utterances |
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syntactic bootstrapping |
using what they know of parts of speech to infer grammar - this person wugs, what is this person doing? wugging |
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fast mapping |
a new concept can be learned base don only a single exposure- which one is the blicket |
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overregularization |
applying a grammatical rule in an inappropriate way " hitted vs hit" |
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basic trust vs mistrust (Erikson) |
basic conflict of the first year- effects expectations of the world |
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autonomy vs. shame and doubt (Erikson) |
conflict of toddlerhood-resolved when parens give children guidance without control, and reasonable choices |
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basic emotions |
happiness, interest surprise, fear, anger, sadness, and disgust |
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Temperament (reactivity def and self regulation def) |
reactivity- quickness and intensity of emotional arousal, attention, and motor activity self regulation- strategies that modify reactivity |
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effortful control |
capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response |
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contingent reactions |
babies mirror reactions |
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social referencing |
babies look to caregivers to decide how they should react in a situation |
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preattachment phase(bowlby) |
birth to 6 weeks : built in signals, grasping, smiling, crying, recognize mom's face,smell, voice |
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attachment in the making phase (bowlby) |
6 w -6-8 m: begin to develop a sense of trust,react differently to strangers than to caregiver |
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clear cut attachment phase (bowlby) |
6-8m- 18 months-2 yrs :see caregivers as a secure base and begin to show separation anxiety, |
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reciprocal relationship (bowlby) |
18 m to 2 yrs and on: Recognition of factors related to separation appears and separation anxietydeclines. |
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internal working models |
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 |
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Thomas and Chess model |
individual differences can influence positive and negative outcomes: easy child, difficult child, slow to warm up child |
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Biological aspects of temperament |
suomi rhesus monkey study |
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Piaget pre operational |
violation of conservation limited reasoning (causal thinking) animistic thinking egocentric |
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centration |
children focus on one part of a situation and neglect other |
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irreversibility |
cannot reverse the steps of a problem |
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duel representation |
difficulty seeing as object as both an object and a symbol |
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experimental designs to debunk piaget |
children have limited experience, limited vocab, limited attention, are tangential, and cannot read/write well |
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intersubjectivity |
2 participants working on the same task come to a joint understanding |
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scaffolding |
guiding /adjusting support to fit a child's current level of performance |
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why is play important |
It promotes learning- It encourages cognition and action- It is intrinsically motivating- It requires children to make choices (cognitive and social-emotional)- It involves social interaction |
