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50 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Object Permanence |
the realization that people and objects exist even when they cannot be seen |
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Jean Piaget's Theory |
Suggests that knowledge is the product of direct motor behaviour based on stage approach to development... sensorimotor, pre operational, concrete operational and formal operational |
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Schemes |
an organized pattern of sensorimotor functioning |
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Assimilation |
process in which people understand an experience in terms of their current stage of cognitive development and way of thinking |
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Accommodation |
changes in existing ways of thinking that occur in response to encounters with new stimuli or events |
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Sensorimotor Stage |
Piaget's initial major stage of cognitive development, which can be broken down into six substages |
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1: Simple Reflexes |
inborn reflexes are at the centre of a baby's physical and cognitive life determining the nature of their interactions |
1st month |
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2: First Habits and Primary Circular Reactions |
infants begin to coordinate what were separate actions into single integrated activities |
1 - 4 months |
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Primary circular reactions |
schemes reflecting an infant's repetition of interesting or enjoyable actions that focus on their own body |
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3: Secondary Circular Reactions |
infant begins to act upon the outside world seek to repeat enjoyable events in their environments |
4 - 8 months |
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4: Coordination of Secondary Circular Reactions |
infants begin to employ goal-oriented behaviour skill to anticipate future consequences Object permanence is achieved |
8 - 12 months |
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5: Tertiary Circular Reactions |
infants develop these reactions, schemes regarding the deliberate variation of actions that bring desirable results they appear to carry out miniature experiments to observe consequences |
12 - 18 months |
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6: Beginnings of Thought |
infants develop capacity for mental representation or symbolic thoughts a mental representation is an internal image of a past event or object |
18 months - 2 years |
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A-not-B Error |
Toy is hidden in place A, once discovered the child is praised, then toy is hidden again in place B with the child watching |
Child will search for the toy in place A again |
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What are some of the disagreeing ideas to Piaget's Theory? |
Many experts believe that development proceeds in a much more continuous fashion Piaget underestimate infant's intelligence |
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Adele Diamond |
studied the development of the prefrontal cortex and the fragile memory of children |
A-not-B Error Experiment Alan Alda |
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Information Processing Approach |
the model that seeks to identify the way that individuals take in, use and store information Increases efficiency and chances of retention |
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Native Theorists |
core evolutionary knowledge that allows infants to understand the world |
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Storage |
refers to the placement of material into memory |
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Retrieval |
the process by which material in memory storage is located brought into awareness and used |
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Sensory Register |
information that is held briefly before it decays |
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Short Term Memory |
limited, rehearsal memory, quickly forgotten if the information is unnecessary |
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Long Term Memory |
knowledge base in our brains, limitless needs necessary retrieval cues in order to access the information |
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Infantile Amnesia |
the lack of memory for experiences occurring prior to three years of age |
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Explicit Memory |
a memory that is conscious and that can be recalled intentionally |
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Implicit Memory |
memories of which we are not consciously aware |
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Developmental Quotient |
an overall developmental score that relates to performance in four domains: motor skills, language use, adaptive behaviour, and personal-social behaviour |
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Bayley Scales of Infant Development |
The assess the five areas of development: cognitive, language, motor, adaptive and social-emotional they provide a good snapshot of an infants current developmental level |
Considered the "gold standard" assessment |
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Linguistics |
the study of language |
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Phonology |
refers to the basic sounds of language, called phonemes, that can be combined to produce words and sentences |
sounds |
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Morphemes |
a morpheme is the smallest language unit that has meaning |
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Semantics |
semantics are the rules that govern the meaning of words and sentences |
meaning
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Pragmatics |
the use of worlds as far as relationship to each other |
use |
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Syntax |
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grammar |
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Speech Perception |
categorized speech perception, when infants narrow down sounds into different categories |
infants are born with the ability to interpret all language sounds |
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Babbling |
making speech like but meaningless sounds |
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Holophrases |
one-word utterance that stand for a whole phrase, the meaning of which depends on the particular context in which they are ued |
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Telegraphic Speech |
speech in which words not critical to the message are left out |
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Underextension |
the overly restrictive use of words, common among children just mastering spoken language |
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Overextension |
the overly broad use of words, overgeneralizing their meaning to label objects |
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Referential Style |
a style of language use in which language is used primarily to label objects |
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Expressive Style |
a style of language use in which language is used primarily to express feelings and needs about oneself and others |
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Learning Theory Approach |
the theory that language acquisition follows the basic laws of reinforcement and conditioning |
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Joint Attention |
using an adult as a source for information |
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Fast-mapping |
connecting new words to referents with few presentation |
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Nativist Approach |
the theory that a genetically determined, innate mechanism directs language development |
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Universal Grammar |
theory that all the world's languages share a similar underlying structure |
Noam Chomsky |
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Language Acquisition Device |
a neural system of the brain hypothesized to permit understanding of language allows children to extract the rules of language |
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Infant-directed Speech |
a type of speech directed towards infants, characterized by short, simple sentences |
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Interactionist Approach |
environmental interaction builds on what infant innately has Language develops as a result of delicate balance between caregiver and child |
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