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Developmental Psych > Ch 4 > Flashcards

Ch 4 Flashcards

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1
Q

Children make sense of the world through schemes
children adapt to their environment as they develop by adding and refining their schemes
schemes change from physical, to functional, conceptual, and abstract as the child develops

A

Basic principles of cognitive development

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2
Q

when new experiences fit into existing schemes, required to benefit from experience

A

assimilation

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3
Q

when schemes have to be modified as a consequence of new experiences, allows for dealing with completely new data or experiences

A

accommodation

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4
Q

balance between assimilation and accommodation

A

equilibrium

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5
Q

more accommodation than assimilation, new stuff can not be explained

A

disequilibrium

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6
Q

inadequate schemes are replaced with more advanced and mature schemes, all old “cards” can not handle the new, occurs three times during development, resulting in 4 stages of cognitive development

A

equilibration

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7
Q

What are the periods of cognitive development and what years are they?

A

sensorimotor period (0-2 years)
preoperational period (2-7 years)
concrete operational period (7-11 years)
formal operational period (11 years and up)

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8
Q

object permanence and using symbols

A

sensorimotor thinking

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9
Q

egocentrism
animism
centration
conservation
appearance is reality

A

Preoperational thinking

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10
Q

my perspective of the world is everyones

A

egocentrism

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11
Q

belief that inanimate objects have feelings and thoughts

A

animism

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12
Q

learning that just because you made it look different does not mean it is different

A

conservation

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13
Q

What are the criticisms of Piaget’s theory?

A

he underestimated cognitive ability in infants and overestimates them in adults
he is vague about mechanisms and processes of change
he does not account for variability in children’s performance
his theory undervalues the influence of sociocultural environment

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14
Q

human thinking is understood along a computer model
mental hardware are neural and mental structures that enable the mind to operate
mental software are mental programs that allow for the performance of specific tasks

A

General principles of information processing

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15
Q

What are the three types of learning in the information processing processes?

A

classical conditioning, operant conditioning, and imitation

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16
Q

a neutral stimulus becomes able to elicit a response that was previously caused by another stimulus

A

classical conditioning

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17
Q

behaviors are affected by their consequences

A

operant conditioning

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18
Q

older children learn by observing others

A

imitation

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19
Q

What is the memory process in the information processing

A

as early as 2 to 3 months children remember past events, forget them over time, and remember them again with cues
during the preschool years children develop autobiographical memory for significant events in their own past

20
Q

the ability to remember the source of the information they recall

A

source monitoring skills

21
Q

What are Vygotsky’s theory major contributions

A

zone of proximal development
scaffolding

22
Q

the difference between what children can do with and without help from a more experienced guide
teachers should attempt to keep students in this zone in order to achieve maximum achievement

A

zone of proximal development

23
Q

giving just enough assistance
studies show that students do not learn as well when told everything to do, nor when left alone to discover on their own

A

scaffolding

24
Q

children talk to themselves as they go about difficult tasks
this speech is not intended for others, but for self guidance and regulation
eventually this private speech becomes internalized and becomes inner speech… which was Vygotsky’s term for thought

A

private speech

25
Q

What are the big 5 in the road to speech

A

phonology
morphology
semantics
syntax
pragmatics

26
Q

basics units of sound, first year

A

phonology

27
Q

rules for forming words, first year

A

morphology

28
Q

meanings of words and sentences, first year

A

semantics

29
Q

rules for how words are combined to make meaningful phrases, 2 year olds

A

syntax

30
Q

rules for appropriate use of language in social contexts

A

pragmatics

31
Q

consist of phonemes (44)
when a child hears the same phoneme over and over again, receptors in the ear stimulate the formation of connections to the brain’s auditory cortex

A

language

32
Q

child-directed speech
high-pitch
emphasize key words

A

Motherese

33
Q

turn taking
things have names

A

joint activities

34
Q

restating a grammatically incorrect sentence
expansion

A

negative evidence

35
Q

a key part in a Childs development
the back and forth is what is essential for children to attain language

A

conversation

36
Q

What are the stages of a baby getting ready to talk and when?

A

cooing (2 months)
babbling (4 months)
mature language sounds (7 months)
consonant vowel and intonation patterns (10 months)

37
Q

By 15 months how many words do most kids know and can use?

A

3

38
Q

does not use a word for enough occasions

A

underextension

39
Q

how they think everybody is “mom” usually because their hair matches

A

overextension

40
Q

constraints on word names
if an unfamiliar word is heard in the presence of objects that already have names and objects that do not, the other word must refer to one of the objects that does not have a name
names refer to the whole object and not just part of it

A

fast mapping

41
Q

At 18 months what does a childs vocabulary range from

A

25-250

42
Q

the ability to remember speech sounds briefly

A

phonological memory

43
Q

mainly naming of objects, persons, or actions

A

referential style

44
Q

includes social phrases

A

expressive style

45
Q

two or three word sentences (18 months)

A

telegraphic speech

46
Q

often left out by children
words and endings that make a sentence correct

A

morphemes

47
Q

the application of rules to words that are exceptions to the rules

A

overregularization

Developmental Psych (9 decks)

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