Chapter 13 (Cog Development)

Question 1

steps of cog development

Answer 1

1. Memory: Isabelle remembers her original expectation that ice skating would be fun.
2. Metacognition:Isabellehadpredictedthattheskatingexperiencewouldbefun.
3. Language: Isabelle’s description successfully navigates among the three time periods, beginning with her anticipation of an enjoyable skating experience, and then the actual (not-so-enjoyable) skating experience, and inally her current acknowledgment of the discrepancy between the irst and second time periods.

Question 2

lifespan approach to development

Answer 2

we focus not only on development in infancy and young childhood, but instead on developmental issues that occur throughout one’s lifetime.

Question 3

conjugate reinforcement technique

Answer 3

a mobile hangs above a young infant’s crib; a ribbon con- nects the infant’s ankle and the mobile, so that the infant’s kicks will make the mobile move

Question 4

spaced learning

Answer 4

humans learn most effectively if their practice is distributed over time

Question 5

massed learning

Answer 5

learning the material all at once

Question 6

memory strategies

Answer 6

children do not learn memory strategies until middle school. children who are 4 and up will have better recall than children around 2.

Question 7

autobiographical memory

Answer 7

refers to your memory for experiences and information that are related to yourself

Question 8

script

Answer 8

a simple, well-structured sequence of events—in a speciied order—that are associated with a highly familiar activity

Question 9

source monitoring

Answer 9

the process of trying to identify the origin of a particular memory.

Question 10

Memory strategies

Answer 10

intentional, goal-oriented activities that we use to improve our memories.

Question 11

utilization deficiency

Answer 11

some young children may not actually use the strategies effectively

Question 12

prospective memory

Answer 12

remembering to do something in the future. something older adults struggle at (working mem).

Question 13

seniors and working memory

Answer 13

show they have more trouble on complex working memory, but normal for simple.

Question 14

explicit memory task

Answer 14

requires people to remember information that they have previously learned.

Question 15

implicit memory task

Answer 15

requires people to perform a perceptual or cognitive task (e.g., to complete a series of word fragments); previous experience with the material facili- tates their performance on the task.

Question 16

explicit recall and older adults

Answer 16

young adult tend to score higher on explicitly recalling items, compared to older adults. They were similar however in : (1) the number of events they described that did not occur in the video and (2) the nature of these errors.

Question 17

chunk

Answer 17

a memory unit that consists of several components that are strongly associ- ated with one another

Question 18

cognitive slowing

Answer 18

or a slower rate of responding on cognitive tasks

Question 19

Research by Rovee-Collier has revealed that infants:

Answer 19

can remember how to activate a mobile even after a delay of several weeks.

Question 20

Studies have found that both college students and infants learn better with

Answer 20

spaced learning.

Question 21

Typically, young children have

Answer 21

good recognition memory, but poor recall memory.

Question 22

metacognition

Answer 22

is a term that refers to your thoughts about thinking; it is your knowledge about your cognitive processes, as well as your control of these cognitive processes.

Question 23

metamemory

Answer 23

a term that refers to your knowledge, monitoring, and control of your memory.

Question 24

theory of mind

Answer 24

a term that refers to your ideas about how your mind works, as well as how other people’s minds work

Question 25

metacomprehension

Answer 25

a term that refers to your thoughts about your comprehension, such as your understanding of written material or spoken language.

Question 26

Children’s Metamemory: The Relationship Between Metamemory and Memory Performance.

Answer 26

1. Their metamemory is faulty; they do not realize that they need to make an effort to memorize, and they also do not realize how little they can remember.
2. Theydonotspontaneouslyusehelpfulmemorystrategies.
3. Relative to older children, their performance on a memory test is poor.

Question 27

older adults and memory tasks

Answer 27

older adults are overconfident

Question 28

memory self-eficacy

Answer 28

which is a person’s belief in his or her own potential to perform well on memory tasks.

Question 29

Children’s ideas on how their minds work and on their beliefs about other people’s thoughts:

Answer 29

reveal that such metacognitive abilities are not yet fully developed by even the age of 7 years.

Question 30

Studies of children’s metamemory show that:

Answer 30

young children don’t seem to realize that you must use effort in order to learn
a list of words.

Question 31

Research on metamemory in elderly people shows that:

Answer 31

in general, elderly people and young adults have similar beliefs about how their memory works.

Question 32

phonemes

Answer 32

which are the smallest sound units in a language.

Question 33

cooing

Answer 33

noises, sounds that involve vowels such as oo.

Question 34

babbling

Answer 34

a vocalization that uses both consonants and vowels, often repeating sounds in a series such as dadada

Question 35

child-directed speech

Answer 35

refers to the language spoken to children. Child-directed speech uses repetition, short sen- tences, simple vocabulary, basic syntax, a slow pace, a high pitch, exaggerated changes in pitch, and exaggerated facial expressions

Question 36

motherese

Answer 36

a term that linguists previously used for child-directed speech.

Question 37

fast mapping

Answer 37

using context to make a reasonable guess about a word’s meaning after just one or two exposures

Question 38

overextension

Answer 38

the use of a word to refer to other objects in addition to objects that adults would consider inappropriate. example calling a wolf dog.

Question 39

Morphemes

Answer 39

the basic units of meaning, which include endings such as -s and -ed, as well as simple words such as run

Question 40

Morphology

Answer 40

is the study of these basic units of meaning.

Question 41

overregularization

Answer 41

the tendency to add the most customary grammatical morphemes to create new forms of irregular words

Question 42

overextension vs overregulation

Answer 42

overextension is using a word to inappropriately describe something, where as overregulation is using correct morphemes inappropriately.

Question 43

rule-and-memory theory

Answer 43

children learn a general rule for past-tense verbs, which speciies that they must add -ed; however, they also store in memory the past tenses for many irregular verbs.

Question 44

Syntax

Answer 44

refers to the grammatical rules that govern how words can be combined into sentences.

Question 45

pragmatics

Answer 45

focuses on the social rules and world knowledge that allow speakers to successfully communicate messages to other people