ASU Chapter 5: Cognitive Development in Infancy Flashcards
actions or mental representations that organize knowledge
schemes
using existing schemes to deal with new information or experiences
assimilation
adjusting schemes to fit new information and experiences
accommodation
grouping of isolated behaviors and thoughts into a higher-order system
organization
mechanism by which children shift from one stage of thought to the next
equilibration
lasts from birth to about 2 years of age; construct an understanding of the world by coordinating sensory experiences
the sensorimotor stage
understanding that objects and events continue to exist when they cannot directly be seen, heard, or touched
object permanence
occurs when infants make the mistake of selecting the familiar hiding place (A) rather than the new hiding place (B) as they progress into substage 4 in Piaget’s sensorimotor stage
A-not-B error
infants are born with domain-specific innate knowledge systems
core knowledge approach
focusing of mental resources on select information
attention
decreased responsiveness to a stimulus after repeated presentations of the stimulus
habituation
increase in responsiveness after a change in stimulation
dishabituation
requires ability to track another’s behavior, one person’s directing another’s attention, reciprocal interaction
joint attention
without conscious recollection; memories of skills and routine procedures that are performed automatically
implicit memory
conscious remembering of facts and experiences
explicit memory
involve flexibility and adaptability
imitation
occurs after a delay of hours or days
deferred imitation
cognitive groupings of similar objects, events, people, or ideas
concepts
score that combines subscores in motor, language, adaptive, and personal-social domains in the Gesell assessment of infants
Developmental quotient (DQ)
used to assess infant behavior and predict later development
Bayley Scales of Infant Development
evaluates an infant’s ability to process information
Fagan Test of Infant Intelligence
ability to produce an endless number of meaningful sentences using finite set of words and rules
infinite generativity
the sound system of a language
phonology
the smallest sound unit in a language
phoneme
the system of meaningful units involved in word formation
morphology
the system that involves the way words are combined to form acceptable phrases and sentences
syntax
the system that involves the meaning of words and sentences
semantics
the system of using appropriate conversation and knowledge of how to effectively use language in context
pragmatics
applying a word to objects that are inappropriate for the word’s meaning
overextension
applying a word too narrowly
underextension
use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives
telegraphic speech
region in the brain’s left frontal lobe that is involved in speech production
Broca’s area
region in the brain’s left hemisphere that is involved in language comprehension
Wernicke’s area
Chomsky’s term that describes a biological endowment enabling the child to detect the features and rules of language
language acquisition device (LAD)
children learn language in specific contexts; biology and experience contribute to language development
interaction view
linked to family’s socioeconomic status, type of talk that parents direct to their children
vocabulary development
higher pitch than normal, with simple words and sentences
child-directed speech
rephrasing something child has said
recasting
restating something child has said
expanding
identifying names of objects
labeling
