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Psychology 111 > Ch.4 > Flashcards

Ch.4 Flashcards

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1
Q

Mental structures that organize information and regulate the Brain

A

Scheme

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2
Q

Taking in information that is compatible with already known information

A

Assimiliation

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3
Q

Changing existing knowledge based on new knowledge

A

Accommodation

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4
Q

Process that when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium

A

Equilibration

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5
Q

Piaget’s first stage of cognitive development that lasts from birth to 2 years

A

Sensorimotor period

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6
Q

The understanding acquired in infancy that objects exist independently

A

Object permanence

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7
Q

Belief that having difficulty in seeing the world from another’s perspective is a typical characteristic of children in the pre-operational period

A

Egocentrism

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8
Q

Narrowly focused type of thought characteristic of per-operational children

A

Centration

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9
Q

Theory that infants are born with rudimentary knowledge which is explained based on experiences

A

Core knowledge hypothesis

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10
Q

Mental and neural structures that are built in that allow the mind to operate

A

Mental hardware

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11
Q

Mental programs that are the basis for performing certain tasks

A

Mental software

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12
Q

Processes that determine which information is processed further

A

Attention

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13
Q

Response where individual views an unfamiliar stimulus and changes heart rate and brain wave activity occurrence

A

Orienting response

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14
Q

Becoming unresponsive to a repeating stimulus

A

Habituation

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15
Q

Type of learning that includes pairing a neutral stimulus and a response originally produced by another stimulus

A

Classical conditioning

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16
Q

Type of learning where reward and punishment determine whether the behavior will continue

A

Operant conditioning

17
Q

Memories of significant events and experiences in one’s life

A

Autobiographical memory

18
Q

Counting principle that’s there must be one and only one number name for each object counted

A

One-to-one principle

19
Q

Counting principle that number names must always be counted in the same order

A

Stable-order principle

20
Q

Counting principle in which the last number name denotes the number of objects being counted

A

Cardinality principle

21
Q

Difference between what children can do with assistance and what they can do alone

A

Zone of proximal development

22
Q

Style that teachers gauge the amount of assistance they offer to match the learners’s needs

A

Scaffolding

23
Q

A child’s comments that are not intended for others, but are designed instead to help regulate their behavior

A

Private speech

24
Q

Unique sounds used to create words, making them a building block of a language

A

Phonemes

25
Q

Slow speech that adults use for infants with exaggerated pitch and volume to aid language acquisition

A

Infant-directed speech

26
Q

Early vowel-like sounds that babies make

A

Cooing

27
Q

Speech-like sounds that have vowel-consonant combinations, common at 6 months

A

Babbling

28
Q

Child’s connections to words that are made quickly that he/she cannot understand all the possible meanings of the word

A

Fast mapping

29
Q

When children define words more narrowly than adults

A

Underextension

30
Q

When children define words more broadly than adults

A

Overextension

31
Q

The ability to hold information in the short-term memory for processing and using for the long term

A

Phonological memory

32
Q

Language-learning style of children that have a vocabulary dominated by names of objects, people, and actions

A

Referential style

33
Q

Language-learning style of children that have a vocabulary with many social phrases that are used like one word

A

Expressive style

34
Q

Speech used by children that contains one word necessary to understand a message

A

Telegraphic speech

35
Q

Words or endings of words that make a grammatical sentence

A

Grammatical morphemes

36
Q

Grammatical usage that results from applying rules to words that are exceptions to the rules

A

Overregulation

Psychology 111 (12 decks)

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