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Semester 1 > CAS 101 Chapter 7-10 > Flashcards

CAS 101 Chapter 7-10 Flashcards

1
Q

Knowledge is the product of direct motor behavior.

A

Jean Piaget’s Approach to Cognitive Development

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2
Q

0-1 Months. Inborn reflexes, create center of a baby’s physical and cognitive life, determine nature of infant’s interactions with the world. Developing reflexes, some reflexes begin to accommodate infant’s experience

A

Substage 1: Simple Reflexes

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3
Q

1-4 months. Infants begin to coordinate separate actions into single, integrated activities focused on their own body. If an activity engages a baby’s interests, infant may repeat it, for the sake of continuing to experience it.

A

Substage 2: First Habits and Circular Reactions

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4
Q

4-8 months. Infants begin to act upon outside world (instead of their own body). Similarly, if a chance activity in the environment is enjoyable, the infant will seek to repeat it. Vocalizations increase substantially, infants begin to imitate the sounds made by others.

A

Substage 3: Secondary Circular Reactions

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5
Q

8-12 months. Goal-directed behavior and object permanence

A

Substage 4: Coordination of Secondary Circular Reactions

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6
Q

Several schemes are combined and coordinated to generate a single act to solve a problem.

A

Goal-directed behavior

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7
Q

The realization that people and objects exist even when they cannot be seen.

A

Object permanence

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8
Q

12-18 months. Infants develop schemes regarding deliberate variation of actions that bring desirable consequences. Infants carry out miniature experiments to observe the consequences. Unanticipated events are interesting to infants and lead to newfound skills.

A

Substage 5: Tertiary circular reactions

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9
Q

18-24 months. The major achievement of this substage is the capacity for mental representation, or symbolic thought. contains mental representation and deferred imitation.

A

Substage 6: Beginnings of Thought

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10
Q

An internal image of a past event or object

A

Mental representation

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11
Q

An act in which a person who is no longer present is imitated by children

A

Deferred imitation

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12
Q

(2-7) Children’s use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases. Children not yet capable of operations. Can carry out operations at end of this period

A

Preoperational Thinking

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13
Q

Organized, formal, logical mental processes

A

Operations

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14
Q

The ability to use a mental symbol, a word, or an object to represent something that is not physically present.

A

Symbolic function

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15
Q

The process of concentrating on one limited aspect of a stimulus and ignoring other aspects. Inability to consider all available information about stimulus. Focus on superficial, obvious elements that are within sight.

A

Centration

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16
Q

The knowledge that quantity is unrelated to the arrangement and physical appearance of objects. Preschoolers cannot understand that changes in one dimension do not necessarily mean that other dimensions change.

A

Conservation

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17
Q

Process whereby one state is changed into another. Children in preoperational period are unable to envision or recall successive transformations.

A

Transformation

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18
Q

(7-12) The period of cognitive development characterized by the active and appropriate use of logic. Decentering and reversibility are part of this stage.

A

Concrete Operational stage

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19
Q

Thinking that doesn’t take the viewpoints of others into account. two forms: Lack of awareness that others see things from a different physical perspective. Failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs.

A

Egocentrism

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20
Q

The ability to take multiple aspects of a situation into account

A

Decentering

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21
Q

The notion that processes transforming a stimulus can be reversed, returning it to its original form.

A

Reversibility

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22
Q

(12-15) The stage at which people develop the ability to think abstractly. Many reach this stage later on or may not achieve this stage completely, culture-specific. Results in change in everyday behavior, more argumentative behavior, ability to reason abstractly, increased critical thinking ,indecisiveness.

A

Formal Operational Thinking

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23
Q

Viewed cognitive development as a result of social interactions. Proposed children learn through guided participation, working with mentors to solve problems. Nature of partnership between developing children and adults and peers is determined largely by cultural and societal factors.

A

Vygotsky’s View of Cognitive Development

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24
Q

According to Vygotsky, the level at which a child can almost, but not fully, comprehend or perform a task without assistance.

A

Zone of proximal development (ZPD)

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25
Q

the support for learning and problem solving that encourages independence and growth.

A

Scaffolding

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26
Q

The model that seeks to identify the way that individuals take in, use, and store information.

A

information-processing approaches

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27
Q

Characterized by increasing sophistication, speed, and capacity in information processing

A

Cognitive growth

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28
Q

Process by which information is initially recorded in a usable format for memory

A

encoding

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29
Q

Placement of material into memory

A

storage

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30
Q

Process by which material stored in memory is located, brought into awareness, and used

A

retrieval

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31
Q

The degree to which an activity requires attention

A

automatization

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32
Q

The knowledge that people have about their own thinking processes and their ability to monitor their cognition.

A

metacognition

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33
Q

A state of self-absorption in which the world is viewed as focused on oneself.

A

adolescent egocentrism

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34
Q

Fictitious observers who pay as much attention to the adolescents’ behavior as adolescents do themselves.

A

Imaginary audience

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35
Q

The view that what happens to them is unique, exception, and shared by no one else.

A

Personal fables

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36
Q

The process by which information is initially recorded, stored, and retrieved

A

Memory

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37
Q

memory of particular events from one’s own life

A

autobiographical memory

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38
Q

broad representations in memory of events and the order in which they occur

A

scripts

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39
Q

Three-System Approach to memory

A

Sensory memory, short-term/working memory, long-term memory

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40
Q

an understanding about the processes that underlie memory. Emerges and improves during middle childhood

A

Metamemory

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41
Q

Conscious memory that can be recalled intentionally. The hippocampus is involved. It emerges until the second half of the first year in multiple areas of the cortex of the brain. Ex: remembering a name or phone number.

A

Explicit memory

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42
Q

Memory that is recalled without effort, involving the cerebellum and brain stem. Ex: motor skills, habits, and activities such as riding a bike or climbing a stairway.

A

Implicit memory

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43
Q

Information processing involving the ability to strategically choose among and sort out different stimuli in the environment. It is the first step in information processing.

A

Attention

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44
Q

Ability to tune into certain stimuli, while tuning out others. Children become more effective at this with age.

A

control of attention

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45
Q

Focuses on reliability of children’s autobiographical memories in the context of the legal system. Heightened error rate occurs with repeated or suggestive questioning.

A

Forensic Developmental Psychology

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46
Q

Thinking that makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully. Involves considering information, weighing the alternatives, and coming to a reasoned decision.

A

Critical thinking

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47
Q

Unlearned, organized involuntary responses that occur automatically in the presence of certain stimuli.

A

Reflexes

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48
Q

Knowledge is constructed through interaction with others, and students rely on others to help create their building blocks and learning from others helps them construct their own knowledge and reality.

A

Social constructivism

49
Q

The brain’s ability to change its structure, functions, or connections in response to intrinsic or extrinsic stimuli.

A

Neuroplasticity

50
Q

Conscious, intentionally used tactics to improve cognitive processing, such as mnemonic devices like rehearsal.

A

control strategies

51
Q

The ability to allocate attentional resources on the basis of goals one wishes to achieve. Younger children are deficient at this, but it also develops through adolescence.

A

Planning

52
Q

reading should be taught by presenting basic skills that underlie reading; emphasizes the components of reading

A

Code-based approaches to reading

53
Q

Reading is viewed as a natural process similar to the acquisition of oral language. Emphasizes exposure to complete writing.

A

Whole-language approaches to reading

54
Q

The systematic, meaningful arrangement of symbols, which provides the basis for communication. Tied to how we think about and understand the world.

A

Language

55
Q

Basic units of sound in a language. Ex: The “a” in “mat” and the “a” in “mate” represent two different phonemes in English.

A

Phonology

56
Q

Smallest language unit conveying meaning

A

Morphemes

57
Q

Rules for the meanings of words and sentences

A

Semantics

58
Q

The understanding of speech. Comprehension precedes production.

A

Linguistic comprehension

59
Q

The usage of language to communicate.

A

Linguistic production

60
Q

Communication through sounds, facial expressions, gestures, imitation, and other nonlinguistic means.

A

Prelinguistic communication

61
Q

Making speechlike but meaningless sounds

A

Babbling

62
Q

One-word utterances that stand for a whole phrase, whose meaning depends on the context in which they are used.

A

Holophrases

63
Q

speech in which words not critical to the message are left out.

A

telegraphic speech

64
Q

The overly restrictive use of words, common among children just mastering spoken language.

A

Underextension

65
Q

The overly broad use of words, overgeneralizing their meaning.

A

Overextension

66
Q

A style of language use in which language is used primarily to express feelings and needs about oneself and others.

A

Expressive style

67
Q

The process in which new words are associated with their meaning after only a brief encounter. The appropriate formation of words.

A

Fast mapping

68
Q

Spoken language that is not intended for others and is commonly used by children during the preschool years.

A

Private speech

69
Q

Speech directed toward another person and meant to be understood by that person.

A

Social speech

70
Q

The aspect of language relating to communicating effectively and appropriately with others.

A

Pragmatics

71
Q

The combining of words and phrases to form meaningful sentences

A

Syntax

72
Q

A style of language use in which language is used primarily to label objects.

A

Referential style

73
Q

The theory that language acquisition follows the basic laws of reinforcement and conditioning. Approach doe snot adequately explain how children acquire the rules of language as readily as they do.

A

Learning theory approach

74
Q

The theory that a genetically determined, innate mechanism directs language development.

A

Nativist approach

75
Q

Chomsky’s theory that all world’s languages share a similar underlying structure

A

Universal grammar

76
Q

A neural system of the brain hypothesized to permit understanding of language

A

Language-acquisition device (LAD)

77
Q

Suggests that language development is produced through a combination of genetically determined predispositions and environmental circumstances that help teach language.

A

Interactionist approach

78
Q

A theory stating that language shapes and determines the way people of a particular culture perceive and understand the world. It suggests that language provides categories that help children construct perceptions of people and events in their surroundings.

A

Linguistic relativity hypothesis

79
Q

A type of speech directed toward infants, characterized by short, simple sentences. Plays an important role in infants’ acquisition of language.

A

Infant-directed speech

80
Q

The ability to speak two languages

A

Bilingualism

81
Q

Children taught in native language and learn English at the same time

A

Bilingual education

82
Q

The positive emotional bond that develops between a child and a particular individual.

A

Attachment

83
Q

The distress displayed by infants when a customary care provider departs

A

Separation anxiety

84
Q

Suggested that attachment had biological bases based on infant needs for security and safety. Having a strong, firm attachment provides a home base from which the child can gain independence.

A

John Bowlby and his theory of attachment

85
Q

A sequence of staged episodes that illustrates the strength of attachment between a child and (typically) his or her mother. Involves interactions between an adult stranger, the child, and the mother.

A

Ainsworth’s Strange Situation

86
Q

Children use their mother as a home base and are at ease when she is present. When mother leaves, they become upset and go to her as soon as she returns.

A

Secure attachment pattern

87
Q

Children do not seek proximity to the mother. After mother leaves, the child seems to avoid her when she returns as if they are angered by her behavior.

A

Avoidant Attachment Pattern

88
Q

Can be combined to produce words and sentences

A

Phonemes

89
Q

Children maintain close proximity and are distressed even before caregiver’s absence. They seek but then resists contact, sometimes appearing angry.

A

ambivalent attachment pattern

90
Q

Children are confused, they may be near but not looking at their caregiver. They show contradictory behaviors, suddenly moving from calm to anger.

A

Disorganized-disoriented attachment pattern

91
Q

Model in which infants and parents learn to communicate emotional states to one another and to respond appropriately

A

Mutual regulation model

92
Q

A process in which infants’ behaviors invite further responses from parents and other caregivers, which bring about further responses from the infants.

A

Reciprocal socialization

93
Q

This serves as a social function and can be a powerful teaching tool. Through this, infants can learn new behaviors, skills, and abilities from exposure to other children.

A

Imitation

94
Q

Related to the ability to imitate. They fire when an individual enacts a particular behavior and also when the individual observes another organism carrying out the same behavior.

A

Mirror neurons

95
Q

Nonverbal expression of emotion

A

Nonverbal encoding

96
Q

This system finds that interest, distress, and disgust are present at birth. Other emotions are found to emerge over the next few months.

A

The Maximally Discriminative Facial Movement Coding System (MAX)

97
Q

The caution and wariness displayed by infants when encountering an unfamiliar person

A

Stranger anxiety

98
Q

Smiling in response to other individuals

A

social smile

99
Q

The intentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events. Two explanations: Observing others brings about emotion or viewing others’ facial expression simply provides information.

A

social referencing

100
Q

Students solely taught in English, minimal instruction in native language

A

English immersion

101
Q

The ability to adjust emotions to desired state and level of intensity

A

emotional self-regulation

102
Q

The sum total of the enduring characteristics that differentiate one individual from another

A

personality

103
Q

Patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual. Refers to how children behave, as opposed to what they do or why they do it. Initially largely due to genetics. Fairly stable, but not fixed, parenting matters.

A

Temperament

104
Q

High: wriggles while diaper is changed. Low: lies still while being dressed

A

Activity level in temperament

105
Q

approach orientation: accepts novel foods and toys easily. Withdrawal orientation: cries when a stranger comes near

A

Approach-withdrawal in temperament

106
Q

Regular: has consistent feeding schedule. Irregular: has varying sleep and waking schedule

A

Rhythmicity in temperament

107
Q

Low: continues crying even when diaper is changed. High: stops fussing when held and rocked

A

distractibility in temperament

108
Q

Negative: cries when carriage is rocked. Positive: smiles or smacks lips when tasting new food

A

quality of mood

109
Q

High: not startled by sudden noises or bright lights. Low: pauses sucking on bottle at approach of parent or slight noise

A

Threshold of responsiveness

110
Q

Babies who have a positive disposition; their body functions operate regularly, and they are adaptable

A

Easy babies

111
Q

Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw

A

Difficult babies

112
Q

Babies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly

A

Slow-to-warm babies

113
Q

The notion that development is dependent on the degree of match between childrens’ temperament and the nature and demands of the environment in which they are being raised.

A

Goodness-of-fit

114
Q

Considers how individuals come to understand themselves and the meaning of others’- and their own- behavior. It is argued that personality is shaped by how we deal with challenges presented by society and culture. 8 stages, each characterized by a challenge we need to resolve.

A

Erikson’s theory of psychosocial development

115
Q

0-18 months. The period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers.

A

Trust-versus-mistrust stage

116
Q

1 ½-3 years. The period during which toddlers develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected.

A

Autonomy vs. Shame and Doubt stage

117
Q

3-6 years. The period during which children experience conflict between independence of action and the consequences of that action. Successful resolution leads children to realize that they are persons in their own right, and they then begin to make decisions that will shape their lives.

A

Initiative-versus-guilt stage

118
Q

6-12 years. The period characterized by a focus on efforts to attain competence in meeting the challenges presented by the parents, peers, school, and the other complexities of the modern world. Success leads to feelings of mastery and proficiency and a growing sense of competence. Difficulties lead to feelings of failure and inadequacy and feeling unskilled and incapable; withdrawing.

A

industry-versus-inferiority stage

119
Q

The period during which adolescents attempt to determine what is unique and distinctive about themselves and the roles they will play in life.

A

Identity-versus-identity-confusion stage

Semester 1 (11 decks)

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