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24 Cards in this Set
- Front
- Back
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Sensorimotor Stage |
Piaget's first stage of development, in which infants use information from their senses and motor actions to learns about the world |
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Primary circular reactions |
Piaget's phrase to describe a baby's simple repetitive actions in substage 2 of the sensorimotor stage organized around the baby's own body. |
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Secondary circular reactions |
repetitive actions in substage 3 of the sensorimotor period oriented around external objects |
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Means-end behavior |
purposeful behavior carried out in pursuit of a specific goal |
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Tertiary circular reactions |
the deliberate experimentation with variations of previous actions that occurs in substage 5 of the sensorimotor period |
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Object permanence |
the understanding that objects continue to exist when they can't be seen |
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A-not-B error |
substage 4 infants' tendency to look for an object in the place where it was last seen (position A) rather than in the place to which they have seen a researcher move it (position B) |
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Deferred imitation |
imitation that occurs in the absence of the model who first demonstrated it |
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Object concept |
an infant's understanding of the nature of objects and how they behave |
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violation-of-expectations method |
a research strategy in which researchers move an object in one way after having taught an infant to expect to move in another |
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Schematic learning |
organization of experiences into expectancies, called schemas, that enable infants to distinguish between familiar and unfamiliar stimuli |
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Babbling |
the repetitive vocalizing of consonant-vowel combinations by an infant |
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Language acquisition device (LAD) |
an innate language processor, theorized by Chomsky, that contains the basic grammatical structure of all human language |
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Interactionists |
theorists who argue that language development is a subprocess of general cognitive development and is influenced by both internal and external factors |
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Infant-directed speech (IDS) |
the simplified , higher-pitched speech that adults use with infants and young children |
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Cooing |
making repetitive vowel sounds, particularly the uuu sound |
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Receptive language |
comprehension of spoken language |
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Expressive language |
the ability to use sounds, signs, or symbols to communicate meaning |
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Holophrases |
combinations of gestures and single words that convey more meaning than just the word alone |
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Naming explosion |
the period when toddlers experience rapid vocabulary growth, typically beginning between 16 and 24 months |
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Telegraphic speech |
simple two-word sentences that usually include a noun and a verb |
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Inflections |
additions to words that change their meaning (e.g., the s in toys, the ed in waited) |
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Intelligence |
the ability to take in information and use it to adapt to the environment |
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Bayley Scales of Infant Development |
the best-known and most widely used test of infant "intelligence" |
