Ch.4 Flashcards
Mental structures that organize information and regulate the Brain
Scheme
Taking in information that is compatible with already known information
Assimiliation
Changing existing knowledge based on new knowledge
Accommodation
Process that when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium
Equilibration
Piaget’s first stage of cognitive development that lasts from birth to 2 years
Sensorimotor period
The understanding acquired in infancy that objects exist independently
Object permanence
Belief that having difficulty in seeing the world from another’s perspective is a typical characteristic of children in the pre-operational period
Egocentrism
Narrowly focused type of thought characteristic of per-operational children
Centration
Theory that infants are born with rudimentary knowledge which is explained based on experiences
Core knowledge hypothesis
Mental and neural structures that are built in that allow the mind to operate
Mental hardware
Mental programs that are the basis for performing certain tasks
Mental software
Processes that determine which information is processed further
Attention
Response where individual views an unfamiliar stimulus and changes heart rate and brain wave activity occurrence
Orienting response
Becoming unresponsive to a repeating stimulus
Habituation
Type of learning that includes pairing a neutral stimulus and a response originally produced by another stimulus
Classical conditioning
Type of learning where reward and punishment determine whether the behavior will continue
Operant conditioning
Memories of significant events and experiences in one’s life
Autobiographical memory
Counting principle that’s there must be one and only one number name for each object counted
One-to-one principle
Counting principle that number names must always be counted in the same order
Stable-order principle
Counting principle in which the last number name denotes the number of objects being counted
Cardinality principle
Difference between what children can do with assistance and what they can do alone
Zone of proximal development
Style that teachers gauge the amount of assistance they offer to match the learners’s needs
Scaffolding
A child’s comments that are not intended for others, but are designed instead to help regulate their behavior
Private speech
Unique sounds used to create words, making them a building block of a language
Phonemes
Slow speech that adults use for infants with exaggerated pitch and volume to aid language acquisition
Infant-directed speech
Early vowel-like sounds that babies make
Cooing
Speech-like sounds that have vowel-consonant combinations, common at 6 months
Babbling
Child’s connections to words that are made quickly that he/she cannot understand all the possible meanings of the word
Fast mapping
When children define words more narrowly than adults
Underextension
When children define words more broadly than adults
Overextension
The ability to hold information in the short-term memory for processing and using for the long term
Phonological memory
Language-learning style of children that have a vocabulary dominated by names of objects, people, and actions
Referential style
Language-learning style of children that have a vocabulary with many social phrases that are used like one word
Expressive style
Speech used by children that contains one word necessary to understand a message
Telegraphic speech
Words or endings of words that make a grammatical sentence
Grammatical morphemes
Grammatical usage that results from applying rules to words that are exceptions to the rules
Overregulation
