ch 4 Flashcards
according to piaget, taking in information that is compatible with what is already known. Ie. Child discovers that their grasping scheme also works on blocks and toy cars
assimilation
according to piaget, changing existing knowledge based on new knowledge. Ie. Child using 2 hands to grasp heavy objects because 1 hand won’t lift the item.
accommodation
according to piaget, mental structures that organize information and regulate behavior.
schemes
according to piaget, a process by which when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium.
equilibration
piaget’s 4 cognitive stages:
- sensorimotor (infancy, birth to 2 yrs)
- preoperational (preschool and early-elementary-school yrs, 2 to 6 yo)
- concrete operational (middle and late elementary school years, 7 to 11 yo)
- formal operational (adolescence and adulthood, 11 yrs and up)
the understanding, acquired in infancy that objects exist independently
object permanence
Not until about ______ do infants fully understand object permanence
18 months
3 characteristics of preoperational thinking
- egocentrism
- centration (“tunnel vision”)
- appearance as reality
mental and neural structures that are built in and that allow the mind to operate
mental hardware
mental “programs” that are the basis for performing particular tasks
mental software
processes that determine which information is processed further by an individual
attention
an individual views a strong or unfamiliar stimulus, and changes in heart rate and brain-wave activity occur
orienting response
becoming unresponsive to a stimulus that is presented repeatedly
habituation
a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus. Ie an infant smiling when they hear a dog’s collar because they know the dog is coming to play with them
classical conditioning
a form of learning in which reward and punishment determine the likelihood that a behavior will recur. Ie. When a baby smiles, an adult will hug a baby in return; this pleasing consequence makes the baby likely to smile again
operant conditioning
older children and up learn much by watching others behave. Ie. learning sports moves by watch professional athletes
imitation
the development of memory during the first 2 years reflects growth in these two different brain regions
- frontal cortex
- hippocampus
memories of the significant events and experiences of someone’s own life. Can be reinforced by parents asking open ended questions to children to recall details of an event.
autobiographical memories
a counting principle that states that there must be one and only one number name for each object counted
one-to-one principle
a counting principle that states that number names must always be counted in the same order
stable-order principle
a counting principle in which the last number name denotes that number of objects being counted
cardinality principle
young children can often accomplish far more with some adult guidance than they can accomplish alone
Vygotsky’s zone of proximal development
a style in which teachers gauge the amount of assistance they offer to match the learner’s needs
scaffolding
a child’s comments that are not intended for others but are designed instead to help regulate the child’s behavior
private speech
unique sounds used to create words, making them the basic building blocks of language
phonemes
speech that adults use with infants that is slow, has exaggerated changes in pitch and volume, and is thought to aid language acquisition
infant-directed speech
early vowel-like sounds that babies produce
cooing
speech-like sounds that consist of vowel-consonant combinations and are common at about 6 months
babbling
a child’s connections between words referents that are made so quickly that he or she cannot consider all possible meanings of the word
fast mapping
when children define words more narrowly than adults do
underextension
when children define words more broadly than adults do
overextension
a language-learning style of children whose vocabularies are dominated by names of objects, people, or actions
referential style
a language-learning style of children whose vocabularies include many social phrases that are used like one word
expressive style
speech used by young children that contains only words necessary to convey a message
telegraphic speech
words or endings of words that make a sentence grammatical
grammatical morphemes
grammatical usage that results from applying rules to words that are exceptions to the rule
overregularizations
