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Childhood Dev't > 6. Cognition in Infant & Toddlers > Flashcards

6. Cognition in Infant & Toddlers Flashcards

1
Q

Jean Piaget

A

Developmental psychologist who researched the origins of knowledge by doing research with children.

  • different than contemporaries because viewed intelligence as from the interaction of maturity and experience of the environment, not just the latter
  • children are curious; scientists
  • experience helps develop knowledge, then with maturation, leads to cognitive development
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2
Q

schemas

A

psychological structures that organize experience through mental categories and conceptual models of knowledge
- they change with experience and with assimilation + accommodation

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3
Q

assimilation

A

cognitively incorporating new experiences into exiting schemas

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4
Q

accommodation

A

cognitive modification of schemas as a result of experience

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5
Q

equilibrium

A

when assimilation and accommodation are in balance.

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6
Q

disequilibrium

A

when much more time is spent accommodating than assimilating

- in response, babies reorganize schemas to incorporate new information or experience

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7
Q

revolutionary schema changes

A 
when critical flaws in schemas are encountered, and major schematic changes are required.
3 times:
- 2 years
- 7 years
- 11 years
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8
Q

Piaget’s 4 stage of cognitive development

A
  1. sensorimotor
  2. preoperational
  3. concrete operational
  4. formal operational
    - - these always happen in sequence
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9
Q

sensorimotor stage

A

birth to 2 y.

- knowledge of the world is based on senses and motor skills; perceptual and motor skills change rapidly

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10
Q

preoperational thought

A

2-6 y.

- child learns to use symbols, such as words or numbers, to represent aspects of the world

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11
Q

concrete operational thought

A

7-11 y.

- child understands and applies logical operations to experiences

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12
Q

formal operational thought

A

adolescence and beyond

- thinks abstractly

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13
Q

6 substages of the sensorimotor stage

A
  1. exercising reflexes
  2. learning to adapt
  3. making interesting events
  4. using means to achieve ends
  5. experimenting
  6. mental representation
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14
Q
  1. exercising reflexes substage
A

birth-1 mo.

reflexes become more coordinated behavioural schemas - ex. sucking harder

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15
Q
  1. learning to adapt substage
A

1-4 mo.
primary circular reaction: creating a pleasing event with the body (self-initiating) - first learned adaptations to the world
- ex. sucking thumb

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16
Q
  1. making interesting events substage
A

4-8 mo.
objects become incorporated into circular events.
secondary circular reaction: learning about the sensations and actions associated with objects
- ex. shaking a toy

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17
Q
  1. Using means to achieve ends
A

8-12 mo.

  • the start of deliberate, intentional behaviour
  • ex. moving an obstacle to reach a toy
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18
Q
  1. Experimenting
A

12-18 mo.
tertiary circular reaction: repeating old schemas with new objects (e.g. shaking or dropping) to see what happens
- an important extension of stage 4.

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19
Q
  1. mental representation
A

18-24 mo.

  • the start of make-believe play
  • deferred imitation: acting out events or behaviours seen at an earlier time
  • the start of an internal, mental representation of the world (beginning of pre-operational thought)
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20
Q

object permanence

A

understanding that objects continue to exist independently of one’s own actions
- Piaget thought this was a fundamental task of infancy, but others have disagreed

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21
Q

learning the face

A

happens before learning how the rest of the body’s parts fit together (after age 1)

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22
Q

naive physics

A

infants develop some reasonably accurate theories of basic object properties early on
- ex. start to learn gravity later in the first year

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23
Q

information processing approach to cognition

A
  • compares humans to computer processing
  • mental hardware = mental & neural structures that are built in: sensory memory, working memory, and long-term memory
  • mental software = the basis for performing particular mental tasks - ex. reading
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24
Q

sensory memory

A

raw, unanalyzed information that is only held for a few seconds

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25
Q

working memory

A

the active, cognitive manipulation of memory (short-term)

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26
Q

long-term memory

A

limitless, permanent storage of acquired information

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27
Q

procedural memory

A

how to do things

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28
Q

semantic memory

A

memory for particular facts

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29
Q

autobiographical or episodic memory

A

memory for the significant events/experiences of one’s own life.
- can be affected by prematurity and hypoxia (low oxygen)

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30
Q

neo-Piagetian approach

A
  • Case (canadian)
  • theory that retains Piagetian stage theory but takes an IP approach to skill development (moving between stages because of advances in IP skills/abilities, not just maturation)
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31
Q

orienting response

A

a physical reaction to a strong or unfamiliar stimulus (looks, and heart/brain activity change)

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32
Q

habituation

A

diminished response to a stimulus as it becomes more familiar

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33
Q

dishabituation

A

happens when the person becomes actively aware of the stimulus again

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34
Q

classical conditioning

A

a form of learning in which a neutral stimulus becomes associated with another stimulus and comes to elicit a response.

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35
Q

operant conditioning

A

a form of learning in which the consequences of an action influence the likelihood of that action happening again

36
Q

imitation

A

a form of learning in which behaviour is seen and copied

37
Q

describe memory at 2-3 months (3 points)

A
  1. events can be remembered
  2. over time, the event can not be recalled
  3. a cue can remind about the event
38
Q

infantile amnesia

A

the inability to remember events from early in one’s life

39
Q

possible explanations for infantile amnesia

A
  1. pre-lingual memories might be hard to retrieve language becomes a means of representing the past
  2. infants/toddlers have not developed an organized sense of self, so they can’t organize memories of life events.
40
Q

describe cultural differences in infantile amnesia

A
  • more collective cultures have longer period of infantile amnesia (vs. cultures that emphasized individuality)
  • cultures that emphasize elaborative memory talk have a shorter period of infantile amnesia
41
Q

at what age can infants distinguish different numbers of object (e.g. 2 from 3)

A

5 months

42
Q

egocentric frame of reference

A

thinking of objects’ position solely in terms of their proximity to one’s self

43
Q

objective frame of reference

A

thinking of objects’ position relative to the position of other objects

44
Q

phonemes

A

unique sounds joined to create words

- different languages use different phonemes

45
Q

when do babies start to distinguish phonemes

A

1 mo

46
Q

at what age do babies become attuned to their language?

A

1 yr

- lose the ability to recognize phonemes from other languages

47
Q

at what age can babies distinguish words?

A

7-8 mo.

48
Q

at what age can babies look at the correct parent when hearing “mommy”/”daddy”

A

6 mo.

- pay attention to the syllable stress pattern and syllables that often occur together

49
Q

infant-directed speech

A

speaking slowly with exaggerated changes of pitch and loudness when speaking to babies
- a.k.a. motherese

50
Q

cooing

A

long strings of vowel sounds

- 2 mo.

51
Q

babbling

A

speech-like sound with no meaning

- 5-6 months, then expanding

52
Q

intonation

A

a pattern of rising/falling pitch similar to the pattern in normal conversation (language-specific)

  • 7 mo.
  • link between perception and production of speech
53
Q

first words (and gestures)

A

around 1 yr.
ability to produce sounds + ability to perceive speech sounds
- often repeated consonant-vowel combos (extension of babbling)

54
Q

naming explosion

A

a period of rapid language learning at about 18 mo.

- 10+/week

55
Q

fast mapping

A

the ability of children to rapidly connect new words to their referents

56
Q

how do parents help word mapping

A
  • by naming an object the toddler is interested in

- and indicating that they’re referring to the object (e.g. looking at it)

57
Q

simple rules children use for fast mapping

A
  • if it’s an unfamiliar word, it’s mapped to an object that doesn’t have a name
  • a name refers to a whole
  • a new name denotes a subcategory of an existing name
  • proper noun is when only one object gets the same name consistently
  • sentence cues
  • if you don’t know the word, use something similar that you do know
58
Q

underextension

A

when a word is defined too narrowly

59
Q

overextension

A

when a word is defined too broadly

60
Q

referential style

A

initial tendency to learn words for objects, people, actions

61
Q

expressive style

A

initial tendency to learn primarily social phrases rather than objects

62
Q

sensation

A

detecting external events by sense organs and turning those stimuli into neural signals

63
Q

perception

A

attending to, organizing, and interpreting stimuli that we sense

64
Q

visual acuity

A

the smallest pattern that can be dependably distinguished

65
Q

visual cliff

A

a glass covered platform on which a pattern appears

directly under the glass on one side, and several feet below the glass on the other side

66
Q

reinforcement

A

the consequence of the behaviour increases the

likelihood that the behaviour will occur again

67
Q

punishment

A

the consequence of the behaviour decreases the

likelihood that the behaviour will occur again

68
Q

Both reinforcement and punishment can be positive or negative:

A

positive (+) a stimulus is added (positive does not mean good)
negative (-) a stimulus is removed (negative does not mean bad)

69
Q

observational learning

A

involves changes in behaviour that result from watching others

70
Q

model (in observational learning)

A

the person/animal who first displays the behaviour

71
Q

orienting response

A

a physical reaction to a strong or unfamiliar stimulus

72
Q

Language

A

A form of communication that involves the use of spoken, written, or gestural symbols that are combined in a rule-based form.

73
Q

Language differs from communication:

A
  • symbolic
  • structured and meaningful
  • shows displacement
  • generativity
74
Q

Biological basis for unique language abilities of humans:

A
  • unique vocal apparatus
  • genes specifically devoted to language have been identified
  • areas of brain specifically devoted to language
75
Q

receptive language

A

ability to understand messages through listening or reading

76
Q

expressive language

A

ability to produce or generate meaningful messages through speech, sign language, or writing

77
Q

holophrase

A

single word used to represent a whole sentence

78
Q

telegraphic speech

A

two-word phrases that strip away connecting words, such as “the” and “and”

79
Q

overregularization

A

applying grammatical rules even to words that are the exception to the rule

80
Q

triarchic theory of intelligence

A

a theory that divides intelligence into three distinct types: analytical, practical, and creative

81
Q

anthropometrics

A

methods of measuring physical and mental variations in humans

82
Q

mental age

A

average intellectual ability score for children of a specific age

83
Q

Stanford-Binet test

A

intended to measure innate levels of intelligence

84
Q

IQ

A

calculated by taking a child’s mental age, dividing it by chronological age, multiplied by 100

85
Q

deviation IQ

A

compares a child’s test score with the average score for children of the same age
- requires establishment of the “norm”

86
Q

Bayley Scales of Infant and Toddler Development

A
  1. cognitive scale - attention, exploration, matching
  2. language scale - understanding and use of language
  3. motor scale - fine and gross motor skills
87
Q

developmental quotient (DQ)

A

in assessments of infant development, the overall score indicating developmental progress (median = 100)

Childhood Dev't (15 decks)

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