Psych 323 Chapter 9

Front 1

academic programs

Back 1

Preschool and kindergarten programs in which teachers structure children’s learning, teaching academic skills through formal lessons that often involve repetition and drill. Distinguished from child-centered programs. (p. 348)

Front 2

animistic thinking

Back 2

The belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions. (p. 321)

Front 3

cardinality

Back 3

The mathematical principle stating that the last number in a counting sequence indicates the quantity of items in the set. (p. 344)

Front 4

centration

Back 4

In Piaget’s theory, the tendency of preoperational children to focus on one aspect of a situation while neglecting other important features. (p. 322)

Front 5

child-centered programs

Back 5

Preschool and kindergarten programs in which teachers provide a variety of activities from which children select, and much learning takes place through play. Distinguished from academic programs. (p. 348)

Front 6

conservation

Back 6

The understanding that certain physical characteristics of objects remain the same, even when their outward appearance changes. (p. 321)

Front 7

dual representation

Back 7

The ability to view a symbolic object as both an object in its own right and a symbol. (p. 320)

Front 8

egocentrism

Back 8

Failure to distinguish the symbolic viewpoints of others from one’s own. (p. 321)

Front 9

emergent literacy

Back 9

Children’s active efforts to construct literacy knowledge through informal experiences. (p. 343)

Front 10

episodic memory

Back 10

Memory for everyday experiences. (p. 336)

Front 11

expansions

Back 11

Adult responses that elaborate on children’s speech, increasing its complexity. (p. 359)

Front 12

fast mapping

Back 12

Children’s ability to connect new words with their underlying concepts after only a brief encounter. (p. 354)

Front 13

guided participation

Back 13

Shared endeavors between more expert and less expert participants, without specifying the precise features of communication, thereby allowing for variations across situations and cultures. A broader concept than scaffolding. (p. 331)

Front 14

hierarchical classification

Back 14

The organization of objects into classes and subclasses on the basis of similarities and differences between the groups. (p. 322)

Front 15

intersubjectivity

Back 15

The process by which two participants who begin a task with different understandings arrive at a shared understanding. (p. 331)

Front 16

irreversibility

Back 16

The inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point. Distinguished from reversibility. (p. 322)

Front 17

memory strategies

Back 17

Deliberate mental activities that improve the likelihood of remembering. (p. 336)

Front 18

metacognition

Back 18

Thinking about thought; awareness of mental activities. (p. 338)

Front 19

mutual exclusivity bias

Back 19

Early in vocabulary growth, children’s assumption that words refer to entirely separate, nonoverlapping categories. (p. 355)

Front 20

ordinality

Back 20

The mathematical principle specifying order relationships (more than and less than) between quantities. (p. 344)

Front 21

overlapping-waves theory

Back 21

A theory of problem solving, which states that when given challenging problems, children try out various strategies and gradually select those that are fastest and most accurate. (p. 338)

Front 22

overregularization

Back 22

Extension of regular grammatical rules to words that are exceptions. (p. 357)

Front 23

phonological awareness

Back 23

The ability to reflect on and manipulate the sound structure of spoken language, as indicated by sensitivity to changes in sounds within words, to rhyming, and to incorrect pronunciation. A strong predictor of emergent literacy. (p. 343)

Front 24

planning

Back 24

Thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal. (p. 335)

Front 25

pragmatics

Back 25

The practical, social side of language, concerned with how to engage in effective and appropriate communication. (p. 358)

Front 26

preoperational stage

Back 26

Piaget’s second stage, extending from about 2 to 7 years of age, in which children undergo an extraordinary increase in representational, or symbolic, activity, although thought is not yet logical. (p. 318)

Front 27

private speech

Back 27

Self-directed speech that children use to plan and guide their own behavior. (p. 330)

Front 28

Project Head Start

Back 28

The most extensive federally funded preschool intervention program in the United States, which provides low-income children with a year or two of preschool education, along with nutritional and health services, and encourages parent involvement in children’s learning and development. (p. 349)

Front 29

recasts

Back 29

Adult responses that restructure children’s grammatically inaccurate speech into correct form. (p. 359)

Front 30

scaffolding

Back 30

Adjusting the support offered during a teaching session to fit the child’s current level of performance. As competence increases, the adult gradually and sensitively withdraws support, turning responsibility over to the child. (p. 331)

Front 31

scripts

Back 31

General descriptions of what occurs and when it occurs in a particular situation, used to organize, interpret, and predict everyday experiences. (p. 336)