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Dev Psych 220 > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

piaget’s theory

A

kids are active in their own construction of knowledge

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2
Q

assimilation

A

when encountering something new, a child will try to fit it in with something they already know (ex. when seeing a cheetah for the first time, they might call it “dog”)

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3
Q

accommodation

A

when you change existing cognitive structure when encountering something new (ex. realizing fish aren’t dogs, you accommodate and changed ideas)

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4
Q

cognitive structures

A

schemes
- underlying thoughts behind actions, get more
complicated and automatic through life
operations
- logical reasoning (ex. 2+2=4)

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5
Q

piaget has what world view?

A

stage theorist
- active development
- goal driven
- qualitative changes
- predictable development

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6
Q

periods of cognitive development

A

sensorimotor (birth-2)
preoperational (2-7)
concrete operational (7-11)
formal operational (11 and up)

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7
Q

6 substages of sensorimotor development

A

reflexive schemes (birth - 1 month)
primary circular reactions (1-4 months)
secondary circular reactions (4-10 months)
coordination of secondary circular reactions (8-12 m)
tertiary circular reactions (12-18 m)
mental combinations/representation/internalization of schemes (18-24 m)

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8
Q

reflexive schemes

A

0-1 month, substage 1

newborn reflexes basis of sensorimotor intelligence
- suck, grasp, and look in much the same way, no matter what the circumstances

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9
Q

primary circular reactions

A

1-4 month, substage 2

repetitive

change behavior in response to environmental demands

body focused

motivated by basic needs

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10
Q

secondary circular reactions

A

4-8 month, substage 3

actions are repeated that affect the environment

environment focused

imitated actions are practiced

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11
Q

coordination of secondary circular reactions

A

8-12 months, substage 4

putting all their schemes together/intentional, goal-directed, behavior

physical causality (understand they were the cause of what happened)

start to understand object permanence

AB search errors (will see object move from A–>B but still look in A)

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12
Q

tertiary circular reactions

A

12-18 months, substage 5

start varying actions/testing environment in ways

violation of expectation

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13
Q

violation of expectation results

A

in substage 5

infants as young as 2.5 months stare longer @ unexpected. event as they can understand that it isn’t right/doesn’t make sense

changes piagets time table for object permanence

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14
Q

mental representation

A

18-24 months, substage 6

represent reality in your mind

representational ability (drawing and semiotic function/communicating with words)

deferred imagination (imitating something they saw previously)
- ex. child throwing a tantrum because they observed one the other day

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15
Q

preoperational

A

2-7 yrs
- centration
- irreversibility
- egocentrism
- intuitive reasoning
- animism (gives human qualities to inanimate objects)
- trouble with conservation and 3 Mt. task
- jump in make believe play and language development

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16
Q

concrete operational

A

7-11 yrs
- logical operations
- conservation develops
- coordination of spatial systems develop
- decentration (not egocentric)
- reversibility
- seriation
- classification
- can’t hypothesize

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17
Q

formal operational

A

12 yrs - adult
- hypothetical reasoning
- propositional reasoning
- reflective thinking

  • limitations/quirks
    • personal fable (think they are star)
    • imaginary audience (self conscious)
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18
Q

what two processes account for changes in scheme for Piaget’s theory?

A

adaption and organization

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19
Q

adaption

A

building schemes through direct interaction with the environment

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20
Q

during times of rapid cognitive change, children are in a _________________

A

state of disequilibrium; changing from assimilation to accommodation

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21
Q

organization

A

internal process; rearranging and linking new schemes to make interconnected cognitive system

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22
Q

2 most powerful kinds of mental representations

A

images and concepts

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23
Q

how early in a child’s life is deferred imagination present?

A

as early as 6 weeks!

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24
Q

inferred imagination

A

rational imitation; imitate purposeful behaviors rather than arbitrary ones!

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25
displaced reference
realization that words can be used to cue mental images of things not physically present; symbolic capacity emerges around 1st birthday
26
video deficit effect
poorer performance after viewing a video than a live demonstration children tend to not understand or discount information coming from a screen as it isn't the same as someone right in front of them/able to interact with that character on the screen
27
core knowledge perspective
babies are born with a set of innate knowledge systems or *core domains of thought* each prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development experience is essential!
28
2 issues relating to Piaget's stages
1) too abrupt/stage-like 2) various aspects of infant cognition develop together (not true)
29
3 parts of the mental system meant for processing
sensory register short-term memory store long-term memory store
30
sensory register
where sights and sounds are represented directly and stored briefly
31
information processing
agree w/ Piaget that children are active and inquiring beings but also focus on many aspects of thinking (attention, memory, categorization skills to complex problem solving)
32
short-term memory store
we retain attend-to information briefly so we can actively "work on" it to reach our goals
33
working-memory
the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items
34
central executive
directs the flow of information while engaging in more sophisticated activities that enable complex, flexible thinking; manages the cognitive system's activities a conscious and reflective part of our mental system
35
automatic processes
processes that are so well-learned that they require no space in working memory, allowing us to focus on other information while performing them
36
long-term memory store
permanent knowledge base **unlimited**
37
what 3 aspects of the cognitive system improve during childhood and adolescence?
1) the *basic capacity* of its stores, especially working memory 2) the *speed* with which information is worked on 3) the *functioning of the central executive*
38
executive function
the diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations
39
why are the habituation times for very young babies long?
they have difficulty disengaging from the stimulus
40
recognition
noticing when a stimulus is identical or similar to one previously experienced simplest form of memory
41
recall
more challenging; involves remembering something that isn't present
42
infantile amensia
most of us can retrieve few, if any, events that happened to us before the ages of 2-3
43
autobiographical memory
recollections of meaningful one-time events disproves that infantile amnesia is caused by passage of time
44
what 2 things contribute to the decline of infantile amnesia?
neurobiological change and social experience
45
what 2 theories are there for infantile amnesia?
hippocampus (continues to make new neurons which are thought to interfere with already stored early memories) infant's memory processing is largely nonverbal (harder to categorize and store events)
46
Korean toddlers are thought to be behind english-speaking toddlers in what process? what process are they thought to be more advanced in?
object-sorting skills; spatial categorization of "tight fit" items (cap on pen, ring on finger)
47
dynamic systems view
researchers analyze each cognitive attachment to see how it results from a complex system prior accomplishments and the child's current goals
48
what did vygotsky believe was the origin of complex mental activities?
social interaction
48
zone of proximal (or potential) development
Vygotsky range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners
48
who designed the first successful intelligence test?
alfred binet
49
3 subtests of the *Bayley Scales of Infant and Toddler Development*
cognitive scale language scale motor scale
50
what 2 additional subtests rely on the parent for the *Bayley Scales of Infant and Toddler Development*?
social-emotional scale adaptive behavior scale
51
standardization
giving a test to a large, representative sample and using the results as the *standard* for interpreting scores
52
normal distribution
where most scores cluster around the mean/average while fewer scores fall towards the extremes bell curve!
53
what test is known to have a bell curve?
IQ test
54
developmental quotients (DQs)
infant IQ test scores are labeled this as they do not tap the same dimensions of intelligence that is assessed in older children
55
what are DQ tests used for?
screening/ helping to identify further observation and intervention for babies who are likely to have developmental issues
56
HOME (home observation for measure of the environment)
checklist for gathering information about the quality of children's home lives through observation and parental review
57
HOME subscale
- organization of physicial environment - provision of appropriate play materials - emotional and verbal responsiveness of parent - parental acceptance of child - parental involvement with child - opportunities for variety in daily stimulation
58
infants with low quality child care score _____ on measures of cognitive testing as well as later schooling
lower
59
developmentally appropriate practice
specify program characteristics that serve young children's developmental and individual needs
60
LAD (language acquisition device)
innate system that contains a *universal grammar* / set of rules common to all languages
61
who proposed the LAD and what theory did they believe in?
Chomsky; nativist theory
62
what do researchers have against Chomsky's LAD?
1) doubt that one set of rules cover all languages 2) children do not acquire language as quickly as nativists suggest
63
2 types of interactionist theories
1) applies information-processing perspective to language development 2) emphasized social interaction
64
milestones in language development
2 m - cooing 4 m- turn-taking games (peek-a-boo, pat-a-cake) 6 m - babbling 8-12 m - gestures/pointing 12 m - first word 18-24 m - vocab expands, combine 2 words
65
cooing
around 2 months "oooo"
66
babbling
around 6 mouths "babababa; dadadada"
67
do deaf babies babble?
yes, with their hands!
68
joint attention
the child attends to the same object or event as the caregiver
69
underextension
when young children first learn words, they apply them too narrowly (ex. only using the word "bear" to a stuffed animal)
70
overextension
applying a word to a wider collection of objects and events than is appropriate
71
telegraphic speech
two-word utterances, focus on high-content words, omitting smaller/less important ones like "the", "can", "to"
72
referential style
their vocabularies consisted mainly of words that refer to objects believed words are for naming things
73
expressive style
compared to referential children, they produce many more social formulas and pronouns believed words are talking about feelings and needs
74
IDS (infant-directed speech)
form of communication made up of short sentences w/ high pitch, exaggerated expression, clear pronunciation, pauses between speech segments, gestures, and repetition
75
4 levels of development for vygotsky
phylogenetic historical ontogenetic microgenesis
76
phylogenetic
time period/time related level of becoming human/how did we evolve questions: when did we start with language? tools? large brain development?
77
historical
level of history, especially tools with how it impacts thinking and feeling (ex. clothes, language, forks, guns, technology in general)
78
ontogenetic
how do we develop as individuals, each have own path of development
79
microgenesis
development of a specific skill (ex. learning how to read, write, the alphabet, etc.)
80
vygotsky's social construct approach is more about the _____, won't be ______
process; perfect
81
ZPD/zone of proximal development
what I can do --> what I can do with help --> what I can't do
82
scaffolding
in the second zone of proximal development guiding/helping the child a little, how development happens
83
____ and ______ are linked
language; cognition
84
Sapir-Whorf Hypothesis
language **influences** thought
85
miller et al (1995)
experimented with how number naming systems effects on math ability english vs chinese speaking children culture differences began at 4 and widened at 5
86
what did vygotsky think the main tool was in development
language!
87
private speech
used to guide thought, critically important eventually becomes internal ex. children talking to their dolls
88
3 things that are labelled as importance for development
- motivation enhancement working with others - importance of apprenticeship - mentorship; advisors - importance of collaborative learning - critical for development, parents helping child learn
89
critique of vygotsky
ZPD ambiguity - how much is too much help? difficult to draw line operational definitions - didn't have many
90
language vs. communciation
language - novel/different tones communication - same tone
91
language is ... (list)
- unique to humans - novel/creative - arbitrary - displacement (talk about past, future) - interpersonal (pragmatics) - structure (duality) phonology, syntax, semantics - phonemes: basic sounds - morphemes: basic units of language
92
how many morphemes are in the word "strangers"?
3 strange (1) + er (2) + s (3)
93
pragmatics
give and takes of language
94
productive/expressive language development
crying: birth, only form of communciation cooing: 2-4 m, "oooo", "aaaa" babbling: 4 m+, "dadada", "mamama" expressive jargon: end 1 yr +, understand pragmatics, put constants and vowels together but not real words first word: 12-13 m - holophrase - word w/ whole sentence worth of meaning two word utterances: - telegraphic speech - 2 word sentences - word spurt - once hit 50 words = word explosion
95
by the time children say one word, how many do they understand?
about 100!
96
Parentese / child-directed speech
type of tone used with babies "baby talk" critical for language development!
97
overregulation
when children learn rule for language and over apply it, means child is acquiring rule but not exceptions ex. today I runned so fast
98
broca's vs wernicke's area
b - expressive language w - receptive language
99
behaviorist perspective
- environmental influences - operant conditioning - imitation
100
nativist perspective
- biologically primed to learn language - chomsky + LAD - lennerberg - biologically primed to learn language between 2 - puberty (critical period), hard to test
101
interactionist perspective
- innate abilities + environmental influences - come w/ some abilities (not universal grammar) but paired with environment - Bruner (child directed speech)
102
wug experiment
point: shows kids abstracted/understood rules for language, not imitated as words were not real
103
sign language research
case study with deaf mother + hearing father (born in deaf family) had a baby child showed signs of signing around 8-9 months while first word for hearing children is 13 months only difference in language development thought to be because signs are 100% visible on how to form while speech you cannot see how the mouth forms the words
104
Apes and language
Washo - 120 ASL signs learned in first year, invented signs that didn't exist to him yet Koko - gorilla w/ largest sign vocab - Penny Patterson - 1200-1700 signs learned both learned semiotic function
105

Dev Psych 220 (15 decks)

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