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Human Development > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

Cognitive Changes in Piaget’s Theory

A

Schemes, Adaptation, Assimilation, Accommodation

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2
Q

Schemes

A

Organized psychological structures for making sense of experience. They change in structure over time

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3
Q

Adaptation

A

Building schemes through direct interaction with the environment. Uses assimilation & accommodation

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4
Q

Assimilation

A

Using current schemes to interpret world

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5
Q

Accommodation

A

Creating new schemes & adjusting old ones to better fit the environment

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6
Q

Cognitive equilibrium

A

Steady, comfortable state in which children assimilate more than they accommodate

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7
Q

Cognitive disequilibrium

A

State of discomfort & rapid cognitive change in which children shift from assimilation to accommodation

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8
Q

The relationship between cognitive equilibrium and disequilibrium…

A

…changes over time.

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9
Q

Assimilation / Accommodation Process

A

New situation –> Disequilibrium –> Accommodation –> Assimilation –> Equilibration

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10
Q

Sensorimotor Stage

A

1st two weeks of life. Child “thinks” with eyes, ears, & hands. No ability to handle problems inside the head.

Child repeats random behaviors until the child is able to act intentionally

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11
Q

Sensorimotor Stage: Circular reaction

A

Stumble onto new experience –> repetition of chance behaviors form into schemes

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12
Q

Sensorimotor Schemes: Reflexive Schemes

A

Birth-1 month: Typical behavior is newborn reflexes

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13
Q

Object Permanence

A

Developing as the toddler grows, it is the understanding that objects continue to exist when they are out of sight.

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14
Q

“A-not-B” Search Error

A

When objects are moved the child looks many times at the old hiding place first & may never discover the new hiding place.

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15
Q

Object Permanence Research: Baillargeon

A

Found that infants look longer at unexpected hiding events (4 months)

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16
Q

Object Permanence Research: Bertenthal

A

Infants will also track a ball, even when it is hidden from view (4-5 months)

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17
Q

Object Permanence Research: Piaget

A

Infants don’t have object permanence until 8-12 months

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18
Q

Deferred Imitation

A

2-12 months: Ability to remember & copy past behavior of a model who is no longer present - enriches toddlers’ range of sensorimotor schemes

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19
Q

Inferred Imitation

A

12-18 months; Requires inferring others’ intentions; more likely to imitate purposeful rather than accidental behaviors

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20
Q

Displaced Reference

A

Using words to cue mental images of things not physically free; starts at 12 months; helps child to learn and develop quickly & grows with vocabulary development; 24-month-old toddlers can use pictures to discuss complex ideas

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21
Q

Video Deficit Effect

A

Poorer performance after viewing a video than a live demonstration, perceived as less relevant: lack of eye contact, direct conversation & shared focus.

22
Q

Memory Diagram Process

A

Stimulus Input –> Sensory Register –> Attention –> Short-Term Memory Store –> Storage –> Long-term Memory Store

23
Q

3 Major Parts of the Memory Model

A

Sensory register: Briefly stores sights & sounds

Short-term memory store: Attended-to information is retained briefly & “worked” on

Long-term memory: permanent knowledge base

24
Q

Attention

A

Infants shift from single features to more visual search at 2-3 months

3-4 month old babies need 4 minutes to habituate to visual stimuli, by 4-5 months, they only need ~10 seconds

Sustained attention increases as baby grows

25
Q

Memory

A

Recognition/recall improve with age; long-term recall advances as brain’s neural circuits develop; infants retain information by watching

26
Q

Recall

A

Infant remembering information not present

27
Q

Recognition

A

Noticing when stimuli are similar to those seen before

28
Q

Vygotsky’s Sociocultural Theory

A

Children live in rich social & cultural contexts that affect the way their world is constructed

Joint activities with older adults & children help infant to grow & think

29
Q

Zone of Proximal Development

A

Tasks too difficult for child to do alone but possible with help of a skilled partner

The “can do if guided” between “can do independently” and “Cant do even if guided”.

30
Q

Scaffolding

A

Promotes learning at all ages (Father/daughter hammer & nail example)

31
Q

Intelligence Testing

A

Babies cannot talk/respond to questions consistently

Bayley Scales of Infant & Toddler Development

Current Edition: Bayley-III

 - Subtests: Cognitive, Language, Motor
 - Parental report: Socio-Economic & Adaptive Behavior Scales
32
Q

Home Observation for Measurement of the Environment (HOME)

A

Organization of the Physical Environment, Provision of Appropriate Play Materials, Emotional & Verbal Responsiveness of the Parent, Parental Acceptance with the child, Parental involvement with the child, Opportunities for Variety in Daily Stimulation

33
Q

HOME Scale Score Implications

A

Lower SES = Lower HOME Score

Higher HOME score = better mental development later in life

34
Q

Theories of Language Development

A

Nativist (Noam Chomsky) & Interactionist

35
Q

Nativist Theory

A

Language Acquisition Device: innate system containing universal grammar

Infants are born biologically prepared to learn language

36
Q

Interactionist Theory

A

Interactions between inner capacities & environmental influences

Information-processing view: children make sense of environments w/ powerful cognition

37
Q

Social-interactionist view

A

Child wants to communicate & is encouraged by caregiver language opportunities

38
Q

Language Milestone: 2 months

A

Infants coo & make happy sounds

39
Q

Language Milestone: 4 months

A

Infants attend to caregiver & take turns in games

40
Q

Language Milestone: Second half of first year

A

Distinguishes language sounds, segments speech into word & phrase units

41
Q

Language Milestone: 12 months

A

Says first word

42
Q

Language Milestone: 1.5-2 years

A

Combines two words

43
Q

Language Milestone: 3.5 years

A

Forms more complex sentences

44
Q

Language Milestone: 6 years

A

Understands meaning of about 14,000 words

45
Q

Cooing

A

2 months - vowel sounds

46
Q

Babbling

A

6 months - baby makes consonant-vowel combinations

47
Q

Deaf children or children of deaf parents…

A

…“bable” w/ sign language.

48
Q

Joint Attention

A

Child & caregiver attend to same object or events

49
Q

Give-and-Take

A

Mothers & infants imitate each other in sound & games

50
Q

Preverbal Gestures

A

The child uses pointing & grabbing to help them “speak” before they can actually use words

51
Q

Infant Directed Speech (IDS)

A

Short sentences, high pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal learning, repetition of new words

52
Q

IDS assists…

A

…Zone of Proximal Development for learning language.

Human Development (6 decks)

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