Child

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Scheme

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pre-existing beliefs

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Assimilation

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take in new information or experiences and incorporate them into our existing ideas.

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Accommodation

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altering one's existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.

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Overextension

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term for the error of applying verbal labels too broadly

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Underextension

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a term used for applying verbal labels in a narrower way than adults do

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Referential style

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A style of language development in which a child first speaks single words and then joins words together into two- and three-word sentences.

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Expressive style

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Communicating with language

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Private speech

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spoken to oneself for communication, self-guidance, and self-regulation of behavior. Children from 2 to 7.

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Social speech

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when we use speech as way to communicate an idea to others. See socialised speech

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Mental age

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a person's mental ability expressed as the age at which an average person reaches the same ability.

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Chronological age

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the number of years a person has lived, especially when used as a standard against which to measure behavior, intelligence, etc.

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Intelligence Quotient (IQ)

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An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess human intelligence.

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Developmental Quotient (DQ)

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a number expressing the development of a child determined by dividing the age of the group into which test scores place the child by the child's chronological age and multiplying by 100—abbreviation DQ.

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Personal fable

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The personal fable is the adolescent's belief that he or she is highly special and unlike anyone else who has ever walked the earth.

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Imaginary audience

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belief that a group of followers exist who constantly watch and judge their every move.

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Adolescent metacognition

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allows people to know what they know, or to think about their thinking.

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Adolescent egocentrism

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that wherever he goes, everyone around him is as interested in him as he is in himself.

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Least restrictive environment (LRE)

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that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate.

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Mainstream education

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educating students with special needs in regular classes during specific time periods based on their skills.

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Full inclusion

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Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights.

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Deferred imitation

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arises out of the child's increasing ability to "form mental representations of behavior performed by others."

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Storage memory

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ability to retain information in the brain (in memory).

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Working memory

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the part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing.

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Information processing

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change (processing) of information in any manner detectable by an observer. process that describes everything that happens (changes) in the universe, from the falling of a rock (a change in position) to the printing of a text file from a digital computer system.

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Cognitive elaboration

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The process of forming associations between new information and prior knowledge.

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Telegraphic speech

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during the two-word stage of language acquisition in children, which is laconic and efficient.

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Centration

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second stage is called Preoperational Thought. During this stage, which occurs from age 4-7, the child begins to develop logic or reasoning. tendency to focus on only one aspect of a situation, problem or object.

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Decentering

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refers to the ability to consider multiple aspects of a situation. the third stage is called Concrete Operational stage, where a child age 7-12 shows increased use of logic

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Reversibility

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the third stage is called the Concrete Operational stage. During this stage, which occurs from age 7-12, the child shows increased use of logical thinking. the ability to recognize that numbers or objects can be changed and returned to their original condition.

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Conservation

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child understands that changing the form of a substance or object does not change its amount, overall volume, or mass. This accomplishment occurs during the operational stage of development between ages 7 and 11.

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Fluid intelligence

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general ability to think abstractly, reason, identify patterns, solve problems, and discern relationships.

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Crystallized intelligence

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ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory.

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Phrasing

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put into a particular form of words.

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Pragmatics

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ability of natural language speakers to communicate more than that which is explicitly stated. The ability to understand another speaker's intended meaning is called pragmatic competence.

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Fast mapping

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mental process whereby a new concept can be learned (or a new hypothesis formed) based only on a single exposure to a given unit of information.

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Object permanence

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that objects continue to exist even when they cannot be seen, heard, or touched.

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Implicit memory

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Implicit memory is a type of memory in which previous experiences aid the performance of a task without conscious awareness of these previous experiences.

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Explicit memory

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Explicit memory is the conscious, intentional recollection of previous experiences and information. Remembering the time of an appointment or recollecting an event from years ago.

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Attachment

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an extra part or extension that is or can be attached to something to perform a particular function.

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Imprinting

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The newborn creature bonds to the type of animals it meets at birth and begins to pattern its behavior after them.

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Self-esteem

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confidence in one's own worth or abilities; self-respect.

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Self-concept

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an idea of the self constructed from the beliefs one holds about oneself and the responses of others.

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Stranger anxiety

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is a form of distress that children experience when exposed to people unfamiliar to them.