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73 Cards in this Set

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Piaget's Sensorimotor Stage
.(age 0-2 yrs)Where Infants “think” by acting on the world with their eyes, ears, hands, and mouth. As a result, they invent ways of solving sensorimotor problems, such as pulling a lever to hear the sound of a music box, finding hidden toys, and putting objects in and taking them out of containers.
signals of the beginning and end of the sensorimotor period
New born reflexes signal the beginning and imagination and mental representations signal the end.
Criticism and evaluation of Piaget's theory
: some happen as Piaget had said but some may happen sooner than Piaget thought like, object permanence, secondary circular reactions, and deferred imitation.
substage 1
: Reflexive schemes-(birth to 1 mo.) Infants become good at using reflexes for stimulation, like sucking for mother’s breast milk.
Substage 2
Primary circular reactions (1-4 mos.) Infants develop simple motor skills. Circular reactions are primary (focused on the infants own body). Circular- when an infant tries to repeat the event again and again
Substage 3
Secondary circular reactions (4-8 mos.) Behaviors are focused on objects outside the infants body (secondary) Ex. A child reaching for a mobile in a rocker, realizes that there are other objects in the world
Substage 4
Coordination of Secondary circular reactions (8-12 mos.) Infants use goal-directed behavior: combining schemes to solve problems. Mostly already starting to say mama, dada. Child has object permanence or knows that objects continue to exist even when they are out of sight. This is developing at substage 4, the child will have separation anxiety or stranger anxiety. Infants show A not B search error or looks for an object in hiding place A after the object is moved from A to B
Substage 5
Tertiary circular reactions (12-18 mos.) Experiementing. Infants repeat actions with variation( tertiary) and explore ore. Infants have a better understanding of Object permanence.
Substage 6
Mental representation (18 mos.- 2 yrs) Toddlers have mental representations internal images of absent objects and past events. This also allows: things like seeing parents mowing the lawn and the next day uses a toy as a lawn mower. Deferred imitation: the ability to copy a behavior later. Functional play (motor activity where schemes are practiced) and make-believe play. Ex. Boys playing tea party with no tea.
Schemes
A specific structure, or organized way of making sense of experience, that changes with age.
Adaptation
the process of building schemes through direct interaction with the environment.
assimilation
That part of adaptation in which the external world is interpreted in terms of current schemes.
accomodation
That part of adaptation in which new schemes are created and old ones adjusted to produce a better fit with the environment.
equilibrium
when children are not changing very much, they assimilate more than they accommodate.
disequilibirum
During rapid cognitive change. At this time children realize that new information does not match their current schemes, they shift away from assimilation toward accommodation.
organization
The internal rearrangement and linking together of schemes so that they form a strongly interconnected cognitive system.
Object permanence
knowing that an object continues to exist when they are out of sight. Piaget says that this happens at ages 8-12 mos., but recent studies have shown that this may occur as early as a few mos. when the carrot test was conducted.
Ciolation-of-expected method
a method in which researchers habituate infants to a physical event and then determine whether they recover to (look longer at) an expected event (a variation of the first event that conforms to physical laws) or an unexpected event (a variation that violates physical laws). Recovery to the unexpected event suggests awareness of that aspect of physical reality.
A-not-B search error
The error made by 8- to 12- mos olds who, after an object has been moved from hiding place A to hiding place B, search for it incorrectly in the first hiding place (A)
Information-Processing perspective
focuses on aspects of cognition including attention, memory, and problem solving.
Infantile Amnesia
Why we can't remember events before age 2 or 3. May be due to brain development, storing info. in ways that we can remember them and remembering may require a special form of recall: autobiographical memory (develops during preschool)
Vygotsky's theory: Zone of proximal development
A range of tasks that the child cannot yet handle alone but can accomplish with the help of more skilled partners.
scaffolding
As the child joins in the interaction and picks up mental strategies, her competence increases, and the adult steps back, permitting the child to take more responsibility for the task.
Nativism Language Development theory
The idea for Chomsky that all children have a language acquisition device, an innate system that contains a universal grammar, or set of rules common to all languages. Regards deliberate training by parents as unnecessary.
Interactionist language development theory
Two types: Information processing theorists assume that children make sense of their complex language environments by applying powerful cognitive capacities of a general kind. In the social-interactionist view, an active child, well- endowed for making sense of language, strives to communicate.
Language Acquisition Device
an innate system that contains a universal grammar, or set of rules common to all languages, that permits children to understand and speak in a rule-oriented fashion as soon as they have learned enough words.
1st milestone of language
2 months, infants coo, making pleasant vowel sounds.
2nd milestone of language
4 months on, infants observe with interest as the caregiver plays turn-taking games, such as pat-a-cake and peekaboo.
3rd milestone of language
6 months on, infants babble, adding consonants to their cooking sounds and repeating syllables. By 7 months, babbling starts to include many sound by spoken language.
4th milestone of language
8- 12 months on, comprehend some words, become more accurate at establishing joint attention with the caregiver, who often verbally labels what the baby is looking at. Use preverbal gestures, such as showing and pointing, to influence the behavior of others.
Infantile Amnesia
Why we can't remember events before age 2 or 3. May be due to brain development, storing info. in ways that we can remember them and remembering may require a special form of recall: autobiographical memory (develops during preschool)
Vygotsky's theory: Zone of proximal development
A range of tasks that the child cannot yet handle alone but can accomplish with the help of more skilled partners.
scaffolding
As the child joins in the interaction and picks up mental strategies, her competence increases, and the adult steps back, permitting the child to take more responsibility for the task.
Nativism Language Development theory
The idea for Chomsky that all children have a language acquisition device, an innate system that contains a universal grammar, or set of rules common to all languages. Regards deliberate training by parents as unnecessary.
Interactionist language development theory
Two types: Information processing theorists assume that children make sense of their complex language environments by applying powerful cognitive capacities of a general kind. In the social-interactionist view, an active child, well- endowed for making sense of language, strives to communicate.
Language Acquisition Device
an innate system that contains a universal grammar, or set of rules common to all languages, that permits children to understand and speak in a rule-oriented fashion as soon as they have learned enough words.
1st milestone of language
2 months, infants coo, making pleasant vowel sounds.
2nd milestone of language
4 months on, infants observe with interest as the caregiver plays turn-taking games, such as pat-a-cake and peekaboo.
3rd milestone of language
6 months on, infants babble, adding consonants to their cooking sounds and repeating syllables. By 7 months, babbling starts to include many sound by spoken language.
4th milestone of language
8- 12 months on, comprehend some words, become more accurate at establishing joint attention with the caregiver, who often verbally labels what the baby is looking at. Use preverbal gestures, such as showing and pointing, to influence the behavior of others.
5th milestone of language
12 months, Babbling includes sound and intonation patterns of the child's language community. Infants actively participate in turn- taking games, trading roles with the caregiver, toddlers say their first recognizable word.
6th milestone of language
18-24 months, Vocabulary expands from about 50 to 200 spoken words. toddlers combine two words.
Differences between comprehension and production in language
Comprehension are the words and word combinations that children understand, requires only that children recognize the meaning of a word. Production relates to the words and word combinations that children use, in production children must recall, or actively retrieve from their memories, not only the word but also the concept for which it stands.
child-directed speech
A form of language adults use to speak to young children, consisting of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts.
Aiden's cognitive development
10 months old, substage 4/ early substage 5. Had Object permanence. Kind of had A not B search error, he didn't quite have it.
Temperment
Early-appearing, stable individual differences in the quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation.
Thomas and Chess's temperament types and characteristics.
1) easy children: (40% of the sample) children establish regular routines, are cheerful and adapt to new experiences. 2) difficult child (10% of the sample) children are slow to adapt to new experiences, and react negatively and intensely. 3) Slow-to-warm-up children: (15% of sample) children are inactive and adjust slowly to new experiences. needs a little bit more time with new ppl or ppl they don't remember.
Rothbart's components of temperament.
Underlying temperament components. reactivity: Emotion: Distress, positive affect and soothability. Attention: attention span and persistence. Action: activity level. Self regulation: effortful control how you handle reactivity
measuring temperament
parent questionnaires, behavior ratings. or observations.
Stability of temperament
Temperament is generally stable after age 2. It can be modified by experience and environment.
Goodness-of-fit
How temperament and environment influences work together. It describes the match between the parents' characteristics and the child's temperament. When there is a good match the outcome is better for the child.
Jerome Kagen's research on extreme temperamental styles in children: Inhibited and uninhibited children
Inhibited: shy children who react negatively to new situations 20-30% grew up very much true to their temperament. Uninhibited: sociable children who show positive emotion and are interested in new situations.
Attachment Theory: Bowlby's ethological theory
Infant has built-in behavior that keep the parent nearby and increase survival.
Stage one of attachment theory
The preattachment phase (birth- 6 wks) Inborn signals such as smiling and crying help bring newborn into close contact with others
stage two of attachment theory
The "attachment-in-the-making" phase ( 6 wks- 6-8 mos.) Infants start responding differently to a familiar caregiver than to a stranger.
stage three of attachment theory
the phase of "clear-cut" attachment ( 6-8 mos. to 18 mos- 2 yrs) attachment to a familiar caregiver is evident. (must have object permanence)
stage four of attachment theory
The formation of recipriccal relationship (18 mos. - 2 yrs) separation anxiety lessons. Toddlers form an internal model about attachment figures which guides later close relationships. Develop mental represntations
Separation and stranger anxiety
Method for measuring the quality for measuring the quality of attachment between 1-2 yrs and involves short separations from and reunions woth the parent.
secure attachment
infants may or may not cry at separation but are easily comforted by the parent at the return. 65 % of north americans do just fine.
avoidant attachment
infants are not usually upset by parental separation and avoid parent when he/she returns (20%)
resistant attachment
infants who remain close to the parent and show angry/ resistive behavior when he/she returns (10-15%)
disorganized/ disoriented attachment
Describes infants who respond in a confused way when reunited with parents. Some infants may freeze or show dazed expressions (5%)
Factors influencing the development of a secure infant-caregiver attachment
Interactional synchrony, infants of depressed mothers have no connections that are very important.
interactional synchrony
a form of communication in which the caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion and both partners match emotional states, especially positive ones.
Piaget's preoperatioal stage
Rapid growth in mental respresentation and activity during the preschool years. Thought is not yet logical.
Egocentrism in preoperational stage
Viewing the world only from you own perspective
Intuitive behavior in preoperational stage
Children can solve problems mentally but can't explain how they did it.
Language in preoperational stage
Children use make-belive play and deferred imitation.
limitations in preoperational stage
children are not capable of metal operations (mental actions that obey logical rules) but use more rigid thinking.
animistic thinking
similar to magical thinking (imaginary friends) Objects have life like qualities ( pet rock, teddy bears alive, Kalvin and Hobbs)
Conservation tasks
Knowing that the physical characteristics of objects remain the same even when the appearance changes. (putting same amount of liquid in different size glasses)
limitations on conservation tasks
1) can't reserve an operation (reversibility) 2) see the beginning and end state of a problem as separate. 3)focus only on one aspect of a situation (centration)
Evaluation of preoperational stage
many piagetian problems are too complex for young children to handle all at once. May underestimate true ability.