Psychology Chapter 5 Vocab

Front 1

Sensorimotor Stage

Back 1

Spans the first two years of life. Piaget believed that infant & toddler's "think." They can't carry out many activities inside their heads

Front 2

Scheme

Back 2

Specific Psychological Structure-- organized ways of making sense of an experience.

Front 3

Adaptation

Back 3

Building Schemes through direct interaction with the environment.

Front 4

Assimilation

Back 4

Using a current scheme to view the world.

Front 5

Accommodation

Back 5

Creating new schemes or adjusting old schemes after noticing the current way of thinking does not capture the environment completely.

Front 6

Organization

Back 6

Process takes place internally and does not have direct contact with the environment. Once children from new schemes, they link them with other schemes to make an interconnected cognitive system.

Front 7

Circular Reaction

Back 7

Special means of adapting their first schemes. INvovles stumbling onto a new experience caused by the baby's own motor activity. They repeat this over & over again.

Front 8

Intentional or Goal-Directed Behavior

Back 8

Coordinated schemes deliberatly to solve simple problems.

Front 9

Object Permanence

Back 9

Understanding that an object exists out of sight.

Front 10

Mental Representations

Back 10

Internal depiction of information that the mind can manipulate. Images & concepts.

Front 11

Deferred Imitation

Back 11

Ability to remember & copy the behavior of a model who are no longer present.

Front 12

Make-Believe Play

Back 12

Imaginary activities children act out every day.

Front 13

Violation-of-Exception Method

Back 13

Habituate babies to a physical event (expose them until they are bored) so they are familiar with a situation and their knowledge can be tested. Showing babies an expected & unexpected event. Heightened attention tot he unexpected suggests the baby is surprised by the deviation.

Front 14

Displaced Reference

Back 14

Realizing words can cue mental images of things not physically present -- a symbolic capacity

Front 15

Core Knowledge Perspective

Back 15

Babies are born with a set of innate knowledge systems or core domain of thoughts. Each pre-wired so it's ready to learn, supporting rapid development.

Front 16

Sensory Register

Back 16

Where sights and sounds are represented directly & stored briefly.

Front 17

Short-Term Memory

Back 17

Retaining attended-to information briefly so we can actively "work" on it to reach goals.

Front 18

Working Memory

Back 18

Number of items we can briefly hold in our mind while also engaging in some sort of effort to monitor or manipulate them.

Front 19

Central Executive

Back 19

Directs the flow of information, implementing the basic procedures just mentioned while also engaging in complex, flexible thinking.

Selects, applies, & monitors strategies to facilitate memory storage, comprehension, reasoning, & problem solving.

Front 20

Automatic Processes

Back 20

Something so well-learned we no longer need to use working memory on the task. Example: driving.

Front 21

Long-Term Memory

Back 21

Permanent knowledge base, unlimited.

Front 22

Executive Function

Back 22

Diverse Cognitive Operations & strategies that enable us to achieve our goals in cognitively challenging situations. Such as controlling attention.

Front 23

Recognition

Back 23

Noticing when a stimulus is identical or similar to one previously experienced.

Front 24

Recall

Back 24

Remembering something not present.

Front 25

Infantile Amnesia

Back 25

Losing most of your memory from before age 3

Front 26

Autobiographical Memory

Back 26

Special meaningful one-time events from both recent & distance past.

Front 27

Zone of Proximal Development

Back 27

Vygotskian concept: Range of tasks too difficult for a child to do alone but possible with the help of a more skilled partner. Believes this is where true learning happens.

Front 28

Intelligence Quotient (IQ)

Back 28

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

Front 29

Standardization

Back 29

Giving the test to a large, representative sample and using the results as the standard for interpreting scores.

Front 30

Normal Distribution

Back 30

Most scores cluster around the mean the average with progressively fewer in either extreme. bell-shaped distribution lets researchers measure difference in large samples.

Front 31

Developmental Quotients (DQs)

Back 31

An infant test score. Infants are not given an IQ score but a DQ score that can be used to predict IQ

Front 32

Home Observation for Measurement of the Environment (HOME)

Back 32

Checklist for Gathering information about the quality of children's home lives through observation and parental interview.

Front 33

Developmentally Appropriate Practice

Back 33

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

Front 34

Language Acquisition Device (LAD)

Back 34

Innate system that contains universal grammar rules to all languages. Enables children no matter which language they hear to understand and speak in rule-oriented fashion as soon as they pick up enough words.

Front 35

Cooing

Back 35

2 months old, vowel-like noises, "oooo" "

Front 36

Babbling

Back 36

6 months, repetition of consonants-vowel combinations "babababababababa"

Front 37

Joint Attention

Back 37

Child attends to the same object or event as the caregiver

Front 38

Underextension

Back 38

Language error when applying words too narrowly. "Bear" only meaning stuffed animal.

Front 39

Overextension

Back 39

Language error even more common, applying a word to too many objects or events. "Car" for buses, trains, trucks, tractors.

Front 40

Telegraphic Speech

Back 40

Two-Word utterances, high-content words omitting less important words. (More + X, Eat + X)

Front 41

Referential Style

Back 41

Vocabularies consisted mainly of words that refer to objects. Most toddlers start learning like this.

Front 42

Expressive Style

Back 42

Vocabularies consist more of social formulas & pronouns. "Thank you" "done" "I want it" a small number start learning like this.

Front 43

Infant-Directed Speech (IDS)

Back 43

Form of communication made up of short sentences & high-pitched, exaggerated expressions, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of context.