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Human Development > Berk Chapter 5: Cognitive Development in Infancy and Toddlerhood > Flashcards

Berk Chapter 5: Cognitive Development in Infancy and Toddlerhood Flashcards

1
Q

accommodation

A

creating new schemes or adjusting old ones after realizing current schemes do not reflect the environment completely

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2
Q

Adaptation

A

building schemes through direct interaction with the environment

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3
Q

assimilation

A

using current schemes to interpret the external world

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4
Q

autobiographical memory

A

recalling meaningful one-time events from both recent and distant past

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5
Q

Automatic processes

A

processes that are so well learned they take up no space in working memory and allow us to focus on other information while doing them

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6
Q

Adaptive Behavior Scale

A

an additional subtest of the Bayley-III mental test that asks about adapting to the demands of daily life. Some examples are communication, self-control, following rules, and getting along with others

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7
Q

Babbling

A

infants repeat consonant-vowel combinations in long strings such as “babababababa” or “dadadada”

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8
Q

Bayley Scales of Infant and Toddler Development

A

A commonly used mental test for 1 month to 3 1/2 year olds.

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9
Q

Central executive

A

directs the flow of information through the system and engaging in sophisticated that enable complex and flexible thinking

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10
Q

Circular reaction

A

provides a means of understanding new schemes by stumbling upon it through motor activity and repeating it

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11
Q

Cognitive Scale

A

Bayley-III subtest that includes paying attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play

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12
Q

Concepts

A

categories in which people, ideas, or objects are grouped

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13
Q

Cooing

A

vowel noises named for their usual “oo” sound

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14
Q

Coordination of secondary circular reactions

A

; (8-12 months) intentional or goal-driven behavior. Example includes finding a hidden object

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15
Q

Core knowledge perspective

A

babies are born with a set of innate knowledge/core domains of thought. These knowledge systems help infants to grasp new and related info

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16
Q

Deferred imitation

A

the ability to recall and copy the behavior of models who are not there

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17
Q

Developmentally appropriate practice

A

Standards devised by the US. National Association for the education of Young Children (USNAEYC) outlining characteristics that aid in children’s development

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18
Q

Developmental quotient (DQ)

A

An alternative label given to infant scores rather than IQ because infant tests look at different dimensions of intelligence than for other developmental periods

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19
Q

Displaced reference

A

the realization that words can conjure mental images of things not present

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20
Q

Executive function

A

diverse set of cognitive operations and strategies that enables us to achieve our goals

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21
Q

Explicit memory

A

remembering deliberate memories

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22
Q

Expressive style of language learning

A

produces more social formulas and pronouns (thank you, done, I want it)

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23
Q

Home Observation for measurement of the environment (HOME)

A

a checklist for gathering information about a quality of a child’s home life through observation and parental interview

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24
Q

Images

A

mental pictures of objects, people, or spaces

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25
Q

Implicit memories

A

memories remembered without conscious awareness

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26
Q

Infant-directed speech

A

a form of communication with infants made up of short sentences; high-pitched ton;, exaggerated expression and inflection; and clear pronunciation

27
Q

Infantile amnesia

A

a phenomenon where most of us cannot retrieve events that happened to us before the age of 3

28
Q

Information process

A

a perspective seeing the human mind as a symbol-manipulating system through which information flows

29
Q

Intelligence quotient (IQ)

A

indicates to the extent which the raw score of a mental test deviates from the typical performance of individuals the same age

30
Q

Intentional/goal-directed behavior

A

coordinating schemes deliberately to solve problems

31
Q

Joint attention

A

child attends to the same object/event as the caregiver

32
Q

Language acquisition device (LAD)

A

an innate system that contains a universal grammar or set of rules common to all languages. It allows any baby to hear language and be able to speak it in a rule-oriented way once they know enough words.

33
Q

Language scale

A

A Bayley-III subtest that assesses understanding and expression of language

34
Q

Linguistic knowledge

A

enables swift language acquisition in early childhood

35
Q

Long term memory

A

our permanent knowledge base

36
Q

Make-believe play

A

children act out every-day and imaginary activities

37
Q

Mental representation

A

internal depictions of information the mind can manipulate

38
Q

Motor scale

A

a Bayley-III subtest which includes testing fin and gross motor skills such as grasping, siting , stacking blocks, and climbing stair

39
Q

Normal distribution

A

a cluster of scores around the mean/average of the results.

40
Q

Numerical knowledge

A

recognizing quantities (infants up to three), performing simple arithmetic, and discriminating among large sets of items as long as the difference between the two is large

41
Q

Object permanence

A

understanding that objects continue to exist when out of sight

42
Q

Organization

A

the total rearrangement of schemes

43
Q

Overextension

A

happens when infants apply a newly learned word to narrowly

44
Q

Physical knowledge

A

knowledge of the world around us including gravity, object solidarity (objects cannot move through one another) and object permanence

45
Q

Primary circular reactions

A

(1-4 months) simple motor habits centered around the infant’s body

46
Q

Psychological knowledge

A

an understanding of mental states such as intentions, emotions, desires, and beliefs

47
Q

Recall

A

involves remembering something not there

48
Q

Recognition

A

noticing a stimulus is similar to the one to a previously experienced one

49
Q

Referential style of language learning

A

vocabularies consisted mainly of words that refer to objects

50
Q

Reflexive schemes

A

birth-1 month. Newborn reflexes

51
Q

Scheme

A

organized ways of making sense of an experience

52
Q

Secondary circular reactions

A

(4-8 months) Actions aimed at repeating interesting effects in the surrounding world – imitation of familiar behaviors

53
Q

Sensorimotor stage

A

Piaget’s stage of cognitive development that spans the first two years of life where infants think with their senses and other sensorimotor equipment

54
Q

Sensory register

A

sights and sounds are represented directly and are stored in the brain briefly

55
Q

Short-term memory store

A

we retain pertinent information briefly so we can work with it to reach our goals

56
Q

Social-emotional scale

A

an additional Bayley-III subtest asking caregivers about behaviors such as ease of calming, social responsiveness, and imitation in play

57
Q

Standardization

A

testing a large amount of individuals and using the results as a baseline to interpret other scores of the same test

58
Q

Telegraphic speech

A

two word utterance focused on expressing the most content possible

59
Q

Tertiary circular reactions

A

(12-18 months) exploration of properties of objects by acting on them in new ways. Example – being able to search in several locations for object

60
Q

Underextension

A

happens when a newly learned word is applied too liberally

61
Q

Violation-of-expectation method

A

exposing babies to knowledge in which they will be tested or one that follows an expected event (one that follows laws) and present an unexpected event afterwards. A surprised expression by the infant indicates recognizing a deviation from physical reality and therefore the infant is aware of the physical world

62
Q

Working memory

A

the number of items that briefly held in the mind while engaging to monitor or manipulate them. Think of it as a “mental workspace”

63
Q

Zone of proximal development

A

a range of tasks too difficult for the child to do alone but is possible with the help of more skilled partners.

Human Development (1 decks)

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