chapter 5 Flashcards

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1
Q

Piaget’s term for capacity to store
mental images or symbols of objects
and events.

A

representational ability

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2
Q

Intentional and conscious memory,
generally of facts, names, and events.

A

explicit memory

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3
Q

Learning based on association of
behavior with its consequences.

A

operant conditioning

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4
Q

A shared attentional focus, typically
initiated with eye gaze or pointing.

A

joint attention

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5
Q

Rules for forming sentences in a
particular language.

A

Syntax

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6
Q

Approach to the study of cognitive
development that describes qualitative
stages in cognitive functioning.

A

Piagetian approach

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7
Q

Increase in responsiveness after
presentation of a new stimulus.

A

dishabituation

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8
Q

Psychometric tests that seek to measure
intelligence by comparing a test-taker’s
performance with standardized norms.

A

IQ (intelligence quotient) tests

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9
Q

Communication system based on words
and grammar.

A

language

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10
Q

Systematic process of providing
services to help families meet young
children’s developmental needs.

A

early intervention

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11
Q

Tendency of infants to spend more time
looking at one sight than another.

A

visual preference

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12
Q

Piaget’s term for the understanding that
a person or object still exists when out
of sight.

A

object permanence

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13
Q

Single word that conveys a complete
thought.

A

holophrase

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14
Q

Piaget’s term for processes by which an
infant learns to reproduce desired
occurrences originally discovered by
chance.

A

circular reactions

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15
Q

Early form of sentence use consisting of
only a few essential words.

A

telegraphic speech

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16
Q

Unconscious recall, generally of habits
and skills; sometimes called procedural
memory.

A

implicit memory

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17
Q

Ability to read and write.

A

Literacy

18
Q

Approach to the study of cognitive
development that seeks to measure
intelligence quantitatively.

A

psychometric approach

19
Q

Instrument to measure the influence of
the home environment on children’s
cognitive growth.

A

Home Observation for Measurement
of the Environment (HOME)

20
Q

Ability to distinguish a familiar visual
stimulus from an unfamiliar one when
shown both at the same time.

A

visual recognition memory

21
Q

Piaget’s term for organized patterns of
thought and behavior used in particular
situations.

A

Schemes

22
Q

Approach to the study of cognitive
development that focuses on
environmental influences, particularly
parents and other caregivers.

A

social-contextual approach

23
Q

Theory that human beings have an
inborn capacity for language
acquisition.

A

Nativism

24
Q

Approach to the study of cognitive
development that analyzes processes
involved in perceiving and handling
information.

A

information-processing approach

25
Q

Research method in which
dishabituation to a stimulus that
conflicts with experience is taken as
evidence that an infant recognizes the
new stimulus as surprising.

A

violation-of-expectations

26
Q

Piaget’s term for reproduction of an
observed behavior after the passage of
time by calling up a stored symbol of it.

A

deferred imitation

27
Q

Ability to use information gained by one
sense to guide another.

A

cross-modal transfer

28
Q

Standardized test of infants’ and
toddlers’ mental and motor
development.

A

Bayley Scales of Infant and Toddler
Development

29
Q

Form of speech often used in talking to
babies or toddlers; includes slow,
simplified speech, a high-pitched tone,
exaggerated vowel sounds, short words
and sentences, and much repetition;
also called parentese or motherese.

A

child-directed speech (CDS)

30
Q

Short-term storage of information being
actively processed.

A

working memory

31
Q

Piaget’s first stage in cognitive
development, in which infants learn
through senses and motor activity

A

sensorimotor stage

32
Q

Type of learning in which familiarity with
a stimulus reduces, slows, or stops a
response.

A

habituation

33
Q

Approach to the study of cognitive
development that links brain processes
with cognitive ones.

A

cognitive neuroscience approach

34
Q

Learning based on associating a
stimulus that does not ordinarily elicit
a response with another stimulus that
does elicit the response

A

classical conditioning

35
Q

Changing one’s speech to match the
situation, as in people who are bilingual.

A

code switching

36
Q

Use of elements of two languages,
sometimes in the same utterance, by
young children in households where
both languages are spoken.

A

code mixing

37
Q

Proposal that children under age 3 have
difficulty grasping spatial relationships
because of the need to keep more than
one mental representation in mind at
the same time.

A

dual representation hypothesis

38
Q

Adult’s participation in a child’s activity
that helps to structure it and bring the
child’s understanding of it closer to the
adult’s.

A

guided participation

39
Q

Behavior that is goal-oriented and
adaptive to circumstances and
conditions of life.

A

intelligent behavior

40
Q

Approach to the study of cognitive
development that is concerned with
basic mechanics of learning.

A

behaviorist approach

41
Q

In Chomsky’s terminology, an inborn
mechanism that enables children to
infer linguistic rules from the language
they hear.

A

language acquisition device (LAD)

42
Q

Forerunner of linguistic speech;
utterance of sounds that are not words.
Includes crying, cooing, babbling, and
accidental and deliberate imitation of
sounds without understanding their
meaning.

A

prelinguistic speech