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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
Q

displaced reference

A

realization that words can be used to cue mental images of things not physically present; symbolic capacity

emerges around 1st birthday

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26
Q

video deficit effect

A

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

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27
Q

core knowledge perspective

A

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!

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28
Q

2 issues relating to Piaget’s stages

A

1) too abrupt/stage-like
2) various aspects of infant cognition develop together (not true)

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29
Q

3 parts of the mental system meant for processing

A

sensory register
short-term memory store
long-term memory store

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30
Q

sensory register

A

where sights and sounds are represented directly and stored briefly

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31
Q

information processing

A

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)

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32
Q

short-term memory store

A

we retain attend-to information briefly so we can actively “work on” it to reach our goals

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33
Q

working-memory

A

the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items

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34
Q

central executive

A

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

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35
Q

automatic processes

A

processes that are so well-learned that they require no space in working memory, allowing us to focus on other information while performing them

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36
Q

long-term memory store

A

permanent knowledge base

unlimited

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37
Q

what 3 aspects of the cognitive system improve during childhood and adolescence?

A

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

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38
Q

executive function

A

the diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations

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39
Q

why are the habituation times for very young babies long?

A

they have difficulty disengaging from the stimulus

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40
Q

recognition

A

noticing when a stimulus is identical or similar to one previously experienced

simplest form of memory

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41
Q

recall

A

more challenging; involves remembering something that isn’t present

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42
Q

infantile amensia

A

most of us can retrieve few, if any, events that happened to us before the ages of 2-3

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43
Q

autobiographical memory

A

recollections of meaningful one-time events

disproves that infantile amnesia is caused by passage of time

44
Q

what 2 things contribute to the decline of infantile amnesia?

A

neurobiological change and social experience

45
Q

what 2 theories are there for infantile amnesia?

A

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
Q

Korean toddlers are thought to be behind english-speaking toddlers in what process? what process are they thought to be more advanced in?

A

object-sorting skills; spatial categorization of “tight fit” items (cap on pen, ring on finger)

47
Q

dynamic systems view

A

researchers analyze each cognitive attachment to see how it results from a complex system prior accomplishments and the child’s current goals

48
Q

what did vygotsky believe was the origin of complex mental activities?

A

social interaction

48
Q

zone of proximal (or potential) development

A

Vygotsky

range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners

48
Q

who designed the first successful intelligence test?

A

alfred binet

49
Q

3 subtests of the Bayley Scales of Infant and Toddler Development

A

cognitive scale
language scale
motor scale

50
Q

what 2 additional subtests rely on the parent for the Bayley Scales of Infant and Toddler Development?

A

social-emotional scale
adaptive behavior scale

51
Q

standardization

A

giving a test to a large, representative sample and using the results as the standard for interpreting scores

52
Q

normal distribution

A

where most scores cluster around the mean/average while fewer scores fall towards the extremes

bell curve!

53
Q

what test is known to have a bell curve?

A

IQ test

54
Q

developmental quotients (DQs)

A

infant IQ test scores are labeled this as they do not tap the same dimensions of intelligence that is assessed in older children

55
Q

what are DQ tests used for?

A

screening/ helping to identify further observation and intervention for babies who are likely to have developmental issues

56
Q

HOME (home observation for measure of the environment)

A

checklist for gathering information about the quality of children’s home lives through observation and parental review

57
Q

HOME subscale

A
  • 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
Q

infants with low quality child care score _____ on measures of cognitive testing as well as later schooling

A

lower

59
Q

developmentally appropriate practice

A

specify program characteristics that serve young children’s developmental and individual needs

60
Q

LAD (language acquisition device)

A

innate system that contains a universal grammar / set of rules common to all languages

61
Q

who proposed the LAD and what theory did they believe in?

A

Chomsky; nativist theory

62
Q

what do researchers have against Chomsky’s LAD?

A

1) doubt that one set of rules cover all languages
2) children do not acquire language as quickly as nativists suggest

63
Q

2 types of interactionist theories

A

1) applies information-processing perspective to language development
2) emphasized social interaction

64
Q

milestones in language development

A

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
Q

cooing

A

around 2 months

“oooo”

66
Q

babbling

A

around 6 mouths

“babababa; dadadada”

67
Q

do deaf babies babble?

A

yes, with their hands!

68
Q

joint attention

A

the child attends to the same object or event as the caregiver

69
Q

underextension

A

when young children first learn words, they apply them too narrowly (ex. only using the word “bear” to a stuffed animal)

70
Q

overextension

A

applying a word to a wider collection of objects and events than is appropriate

71
Q

telegraphic speech

A

two-word utterances, focus on high-content words, omitting smaller/less important ones like “the”, “can”, “to”

72
Q

referential style

A

their vocabularies consisted mainly of words that refer to objects

believed words are for naming things

73
Q

expressive style

A

compared to referential children, they produce many more social formulas and pronouns

believed words are talking about feelings and needs

74
Q

IDS (infant-directed speech)

A

form of communication made up of short sentences w/ high pitch, exaggerated expression, clear pronunciation, pauses between speech segments, gestures, and repetition

75
Q

4 levels of development for vygotsky

A

phylogenetic
historical
ontogenetic
microgenesis

76
Q

phylogenetic

A

time period/time related

level of becoming human/how did we evolve

questions: when did we start with language? tools? large brain development?

77
Q

historical

A

level of history, especially tools with how it impacts thinking and feeling (ex. clothes, language, forks, guns, technology in general)

78
Q

ontogenetic

A

how do we develop as individuals, each have own path of development

79
Q

microgenesis

A

development of a specific skill (ex. learning how to read, write, the alphabet, etc.)

80
Q

vygotsky’s social construct approach is more about the _____, won’t be ______

A

process; perfect

81
Q

ZPD/zone of proximal development

A

what I can do –> what I can do with help –> what I can’t do

82
Q

scaffolding

A

in the second zone of proximal development

guiding/helping the child a little, how development happens

83
Q

____ and ______ are linked

A

language; cognition

84
Q

Sapir-Whorf Hypothesis

A

language influences thought

85
Q

miller et al (1995)

A

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
Q

what did vygotsky think the main tool was in development

A

language!

87
Q

private speech

A

used to guide thought, critically important

eventually becomes internal

ex. children talking to their dolls

88
Q

3 things that are labelled as importance for development

A
  • motivation enhancement working with others
  • importance of apprenticeship
    • mentorship; advisors
  • importance of collaborative learning
    • critical for development, parents helping child learn
89
Q

critique of vygotsky

A

ZPD ambiguity
- how much is too much help? difficult to draw line

operational definitions
- didn’t have many

90
Q

language vs. communciation

A

language - novel/different tones
communication - same tone

91
Q

language is … (list)

A
  • 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
Q

how many morphemes are in the word “strangers”?

A

3
strange (1) + er (2) + s (3)

93
Q

pragmatics

A

give and takes of language

94
Q

productive/expressive language development

A

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
Q

by the time children say one word, how many do they understand?

A

about 100!

96
Q

Parentese / child-directed speech

A

type of tone used with babies “baby talk”

critical for language development!

97
Q

overregulation

A

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
Q

broca’s vs wernicke’s area

A

b - expressive language
w - receptive language

99
Q

behaviorist perspective

A
  • environmental influences
  • operant conditioning
  • imitation
100
Q

nativist perspective

A
  • biologically primed to learn language
  • chomsky + LAD
  • lennerberg
    • biologically primed to learn language between 2 -
      puberty (critical period), hard to test
101
Q

interactionist perspective

A
  • innate abilities + environmental influences
  • come w/ some abilities (not universal grammar) but paired with environment
  • Bruner (child directed speech)
102
Q

wug experiment

A

point: shows kids abstracted/understood rules for language, not imitated as words were not real

103
Q

sign language research

A

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
Q

Apes and language

A

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
Q
A

Dev Psych 220 (15 decks)

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