Lifespan Development Chapter 5

Front 1

Schemes

Back 1

Piaget's theory, actions or mental representations that organize knowledge

Front 2

Assimilation

Back 2

using current schemes to interpret the world

Front 3

Accommodation

Back 3

Piagetian concept of adjusting schemes to fit new information and experiences

Front 4

Equilibration

Back 4

A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next

Front 5

Sensorimotor stage

Back 5

Piaget's stage that lasts from birth to two years of age - infants construct an understanding of the world through sensory experiences and motor actions

Front 6

Object permanence

Back 6

understanding that objects and events continue to exist even when they cannot directly be seen, heard or touched

Front 7

A-not-B error

Back 7

Erro that occurs when infants make the mistake of selecting the familiar hiding place rather than the new hiding place

Front 8

Core Knowledge perspective

Back 8

infants are born with domain-specific innate knowledge systems

Front 9

What is infantile amnesia?

Back 9

The inability to have memories before the age of 2 or 3 because the brain is not developed enough

Front 10

Deferred imitation

Back 10

the ability to copy or imitate behavior of models who are not present

Front 11

When do babies first coo?

Back 11

2 to 4 months

Front 12

Telegraphic speech

Back 12

short and precise words without grammatical markers

Front 13

Aphasia

Back 13

A loss or impairment of language ability caused by brain damage

Front 14

Why is child-directed speech important?

Back 14

It helps capture the infant's attention and maintain communication

Front 15

Adaptation

Back 15

building schemes through direct interaction with the world

Front 16

Organization

Back 16

new schemes are rearranged and linked with other schemes to create a interconnected cognitive system

Front 17

goal-directed behavior

Back 17

coordinating schemes deliberately to solve simple problems

Front 18

mental representations

Back 18

internal depictions of information that the mind can manipulate

Front 19

make-believe play

Back 19

children act out everyday imaginary activities

Front 20

mental strategies

Back 20

used to operate on and transform information inorder to retain it

Front 21

sensory register

Back 21

sights and sounds are represented directly and stored briefly

Front 22

short term memory

Back 22

actively apply mental strategies as we work on a limited amount of information

Front 23

central executive memory

Back 23

directs the flow of information

Front 24

long-term memory

Back 24

permanent knowledge base

Front 25

recognition

Back 25

noticing a stimulus is identical or similar to one previously experienced

Front 26

recall

Back 26

remembering something not present

Front 27

autobiographical memory

Back 27

meaningful one time events that we remember

Front 28

HOME

Back 28

home observation for measurement of the environment

gather info about the quality of childrens home lives

Front 29

language aqusition device

Back 29

innate system that contains a universal grammar or set of rules common to all languages. it enables children to speak in a rule oriented fashion once they know enough words

Front 30

cooing

Back 30

"oo" sounding noises

Front 31

babbling

Back 31

repeated consonant-vowel in long strings

ie: babababa

Front 32

joint attention

Back 32

child attends to the same object or event as the caregiver

Front 33

underextentsion

Back 33

application of words in a narrow fashion

Front 34

overextenstion

Back 34

application of words in a much to broad manner

"car" for buses trains etc

Front 35

referential style

Back 35

words that refer to objects

Front 36

expressive style

Back 36

use of more social formulas and pronouns

"thank you" "done" "I want"

Front 37

child-directed-speech

Back 37

stupid voice you talk to kids in, repeat new words to them, encourage them to say new words