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Human Development > Chapter 3 > Flashcards

Chapter 3 Flashcards

1
Q

Adaptation

A

The process of constructing knowledge. Adding new knowledge to existing knowledge and making accommodations.

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2
Q

Assimilation

A

Interpreting new simulation or information as fitting with what one already knows. Sometimes distorting what you know

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3
Q

Domain specific

A

A specific subject matter, like math.

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4
Q

Habituation

A

A decrease in an infant’s response to stimuli overtime.

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5
Q

Orienting response

A

In infants set of behaviors that suggest that the baby is attending to a stimulus.

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6
Q

Habituation paradigm

A

Once an infant habituates to one stimulus, a new one can be presented revealing whether or not they notice the difference between the 2 stimuli.

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7
Q

Dishabituation

A

After habituating to 1 stimulus, an infant may show reinstatement of the orienting response if the stimulus is changed. Meaning they noticed a difference between the new and old stimulus.

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8
Q

Preferential response paradigm

A

Multiple stimuli are presented to an infant and researchers record which stimulus the baby responds to more.

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9
Q

Visual acuity

A

The level of detail that one can see.

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10
Q

Object concept

A

Understanding of what an object is and that it has permanence

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11
Q

Object permanence

A

Objects continue to exist when we do not perceive(sense) it

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12
Q

Representational thought

A

The ability to imagine

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13
Q

Hidden object test

A

Hiding an object. If the infant seeks it under the cloth then it shows that they have a sense of permanence

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14
Q

Deferred imitation

A

An infant imitating an action they have seen in the past.

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15
Q

Mirror neurons

A

Activated when a person performed a particular action and/or when someone else does that action. Helps with the understanding of other’s actions

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16
Q

Making interesting sights last

A

When an infant’s behavior accidentally produces and interesting event, the child notices, and repeats it.

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17
Q

Means-end behavior

A

8-12 months. Babies divert their attention from a goal in order to produce another action that will achieve that goal

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18
Q

Agency

A

The ability to act without an external trigger or to engage in self-motivated behavior.

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19
Q

Theory of mind

A

Degree of knowledge of the existence of mental processes in self and other people.

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20
Q

Self-regulation

A

The ability to prevent oneself from making a dominant, preferred or automatic response or order to perform a nondominant response. For example, waiting for everyone at the table to get their food before eating.

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21
Q

Cognitive flexibility

A

The ability to readily shift one’s way of thinking about a problem, categorizing material, or responding to a situation when the usual way doesn’t work

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22
Q

Number conservation task

A

Children must recognize that the number of items in a set does not change when the appearance of the set changes.

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23
Q

Centration

A

When a child tends to focus on one salient feature of an experience or event at a time

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24
Q

Decentration

A

Attending to multiple pieces of information at one time.

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25
Q

Exploratory play

A

Play that involves manipulating objects, checking out their properties, sorting and/or organizing them. Helps children learn about object properties.

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26
Q

Preoperational egocentrism

A

The tendency of preschoolers to be aware of only their own perspective.

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27
Q

Symbolic artifact

A

Analogical symbols, such as pictures or maps or scale models that are both concrete objects themselves and symbols for other things.

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28
Q

Phonology

A

The sound system of a language. Includes rules for arranging the basic sound of the language.

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29
Q

Babbling

A

Infant vocal sounds

30
Q

Voicing

A

Vibration of the vocal cords in the production of a sound.

31
Q

Semantic

A

Describing knowledge about factual information, rules, and concepts.

32
Q

Vocabulary spurt

A

The rapid growth of productive vocabulary from 50 to about 500 in just a few months. Occurs between 18-24 months

33
Q

Fast mapping

A

The rapidity by which young children add new words to functional vocabulary after 1 or 2 exposures.

34
Q

Slow mapping

A

After a word has been added to a child’s vocabulary, it may take multiple exposures before they fully understand it.

35
Q

Syntax

A

The aspect of language that specifies how to link words into meaningful sentences. A system of rules for deciding and generating sentences.

36
Q

Pragmatics

A

1 of the aspects of language that children must learn that goes beyond learning sentences and syntax and involves using the language effectively to communicate.

37
Q

Code switching

A

Shifting from one form or style of speech to another depending on context. For example; using slang for friends and polite forms with authority figures.

38
Q

Elaborative style

A

Adults using this style engage in lengthy discussions. Providing lots of details, asking questions, and encouraging children to provide details too

39
Q

Infantile amnesia

A

The difficulty people experience remember events before they were 3 or 4 years old

40
Q

Tools (signs)

A

Anything that people use to help them think and learn.

41
Q

Mediation

A

The intermediary role of other people in determining the meaning of signs and symbols, which in turn affect the child’s thinking.

42
Q

Mediated learning

A

The child’s acquisition of knowledge is “mediated” in the sense that it is highly influenced by the surrounding environment and culture.

43
Q

Scientific concepts

A

Culturally define concepts that can provide children with s basis for organizing their thinking in line with the knowledge of the culture.

44
Q

Scaffolding

A

When more advanced thinkers provide novice learners with a supportive temporary prop that enables a novice to learn and to reach a higher level of thinking.

45
Q

Zone of proximal development

A

The range of concepts and skills that a learner is to understand or perform only with the support or scaffolding from someone else.

46
Q

Egocentric or private speech

A

Speech for self, a use of language typical of preschoolers that has no apparent function.

47
Q

Inner speech

A

Internal, subvocal dialogue that in Vygotsky’s theory facilitates thinking

48
Q

Autism spectrum disorder(ASD)

A

Diagnosed around the age of 3. Children on this spectrum are characterized by difficulties in social development, showing impairments in the basic skills necessary for building a theory of mind.

49
Q

Vagus nerve

A

Connects the brainstem areas that control ancient fight, flight, or freeze response with various organs such as the larynx, heart, and intenstines. Plays a key role in heart rate regulations

50
Q

Vagal tone

A

A degree of healthy functioning of the vagus nerve as it regulates heart rate.

51
Q

Who has better visual acuity, adults or infants?

A

Adults by far

52
Q

ASD symptoms

A

Impaired langue development, mental retardation, special cognitive skills, physical awkwardness, and so on.

53
Q

When do infant’s visual acuity begin to become similar to that of an adult’s?

A

8 months

54
Q

When can infants start conceptualizing objects?

A

As early as 1 month old

55
Q

What is the average age range in which infants fail the hidden object test?

A

Infants younger than 8 to 12 months

56
Q

By the end of what period do children develop a broad capacity for thinking?

A

The sensorimotor period

57
Q

What are the factors in object concept?

A
  1. Understanding that objects can stimulate all your senses
  2. Understanding that objects exist even if you don’t see them
  3. Being able to picture objects you’ve seen before without it stimulating your senses
58
Q

What’s the difference between recall and recognition?

A

Recognition requires stimulants that are present. Recall does not.

59
Q

An infant immediately imitating an action is a form of recall. True or false

A

False

60
Q

At what age do researchers believe that deferred imitation begins?

A

Late in the 1st year

61
Q

Beginning to understand object permanence can begin at around what age?

A

8 months

62
Q

Executive functions

A

Intentionally controlling our own behavior and thought. Such as deciding what to focus on or what to say

63
Q

Intention

A

An internal mental state, such as a plan or desire, that is the source of an action

64
Q

Level 1 perspective

A

When a child know whether an object can or cannot be seen from a particular perspective.

65
Q

Level 2 perspective

A

When a child understands that someone else might see the same picture differently from themselves.

66
Q

How do young children overcome their problems with perspective taking and build a more realistic theory of mind? Piaget has 2 processes

A
  1. The child obtaining the ability to hold in mind multiple ideas at once
  2. The continual receiving of feedback from other people to see that they don’t think the same
67
Q

By what age can children use artifacts as symbols?

A

By age 3

68
Q

By what age can children produce tag questions effortlessly?

A

By age 5

69
Q

What must a child learn to completely learn a language? 4 concepts

A
  1. Phonology
  2. Semantics
  3. Syntax
  4. Pragmatics
70
Q

When can preschoolers begin to construct narratives, with some help?

A

About 2 or 3 years old

71
Q

Vygotsky’s 3 stages in movement of private speech to inner speech.

A
  1. Around 3 yrs old, the child engages in running commentaries about their actions, intentions, and interests
  2. Around 6, the private speech becomes more subtle. Maybe just moving their lips
  3. Around 8, children truly internalize dialogue, and it is no longer audible.

Human Development (8 decks)

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