Chapter 5

Question 1

Sensorimotor Stage

Answer 1

Spans the first two years of life. Piaget believed that infants and toddlers “think’” with their eyes, ears, hands, and other sensorimotor equipment. They cannot yet carry out many activities inside their heads.

Question 2

Schemes

Answer 2

Specific psychological structures - organized ways of making sense of experience (Piaget)

Question 3

Adaptation

Answer 3

Involves building schemes through direct interaction with the environment (Piaget)

Question 4

Assimilation

Answer 4

During which we use our current schemes to interpret the external world (Piaget).

Question 5

Accommodation

Answer 5

We create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely (Piaget)

Question 6

Organization

Answer 6

A process that occurs internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system (Piaget)

Question 7

Piaget’s Sensorimotor Stage

Answer 7

1. ) Reflextive Schemes (birth-1m)
2. ) Primary Circular Reactions (1-4m)
3. ) Secondary Circular Reactions (4-8m)
4. ) Coordination of Secondary Circular Reactions (8-12m)
5. ) Tertiary Circular Reactions (12-18m)
6. ) Mental Representation (18m-2y)

Question 8

Circular Reaction

Answer 8

Provides a special means of adapting their first schemes. It involves stumbling onto a new experience caused by the baby’s own motor activity. The reaction is “circular” because, as the infant tries to repeat the event again and again, a sensorimotor response that first occurred by chance strengthens into a new scheme (Piaget)

Question 9

Intentional (Goal-Directed) Behavior

Answer 9

Coordinating schemes deliberately to solve simple problems.

Substage 4

Question 10

Object Permanence

Answer 10

The understanding that objects continue to exists when out of sight Substage 4

Question 11

Mental Representations

Answer 11

Internal Depictions of information that the mind can manipulate
Substage 6

Question 12

Deferred Imitation

Answer 12

The ability to remember and copy the behavior of models who are not present.

Question 13

Make-Believe Play

Answer 13

In which children act out everyday and imaginary activities

Question 14

Violation-of-Expectation Method

Answer 14

The may habituate babies to a physical even (expose them to the event until their looking declines) to familiarize them with a situation in which their knowledge will be tested. Or they may simply show babies an expected event (one that is consistent with reality) and an unexpected event (a variation of the first event that violates reality). Heightened attention to the unexpected even suggests that the infant is “surprised” by a deviation from physical reality and, therefore, is aware of that aspect of the physical world.

Question 15

Displaced Reference

Answer 15

The realization that words can be used to cue mental images of things not physically present that emerges around the first birthday.

Question 16

Video Deficit Effect

Answer 16

Poorer performance after viewing a video than a live demonstration

Question 17

Core Knowledge Perspective

Answer 17

Babies are born with a set of innate knowledge systems, or core domains of thought. Each of these prewired understanding permits a ready grasp of new, related information and therefore supports early, rapid development.

Question 18

Sensory Register

Answer 18

Information center where sights and sounds are represented directly and store briefly.

Question 19

Short-Term Memory Store

Answer 19

In the second part of the mind, we retain attended-to information briefly so we can actively “work on” it to reach our goals.

Question 20

Working Memory

Answer 20

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

Question 21

Central Executive

Answer 21

To manage the cognitive system’s activities, directing the flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex, flexible thinking. For example, the central executive coordinates incoming information with information already in the system, and it selects, applies, and monitors strategies that facilitate memory storage, comprehension, reasoning, and problem solving.

Question 22

Automatic Processes

Answer 22

Are so well-learned that they require no space in working memory and, therefore, permit us to focus on other information while performing them.

Question 23

Long-Term Memory

Answer 23

Our permanent knowledge base

Question 24

Executive Function

Answer 24

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

Question 25

Recognition

Answer 25

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

Question 26

Recall

Answer 26

Is more challenging because it involves remembering something not present.

Question 27

Infantile Amnesia

Answer 27

That most of us can retrieve few, if any, events that happened to us before age 2-3.

Question 28

Autobiographical Memory

Answer 28

We can recall many personally meaningful one-time events from both the recent and the distant past: the day a sibling was born or a move to a new house.

Question 29

Zone of Proximal (Potential) Development

Answer 29

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

Question 30

Intelligence Quotient (IQ)

Answer 30

Which Indicates the extent to which the raw score (number of items passed) deviates form the typical performance of same-age individuals.

Question 31

Standardization

Answer 31

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

Question 32

Normal Distribution

Answer 32

In which most scores cluster around the mean, or average, with progressively fewer falling toward the extremes. This bell-shaped distribution results whenever researchers measure individual differences in larges samples.

Question 33

Developmental Quotients (DQs)

Answer 33

Most infant test scores do not tap the same dimensions of intelligence assessed in older children, they usually are conservatively labeled.

Question 34

Home Observation for Measurement of the Environment (HOME)

Answer 34

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

Question 35

Developmentally Appropriate Practice

Answer 35

These standards, devised by the U.S. National Association for the Education of Young Children, specify program characteristics that serve young children’s developmental and individual needs, based on both current research and consensus research and consensus among experts.

Question 36

Language Acquisition Device (LAD)

Answer 36

An innate system that contains a universal grammar, or set of rules common to all languages. It enables children, no matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words.

Question 37

Joint Attention

Answer 37

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

Question 38

Underextenstion

Answer 38

Then young children first learn words, they sometimes apply them too narrowly, an error

Question 39

Overextension

Answer 39

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

Question 40

Telegraphic Speech

Answer 40

Two-word utterances “mommy show” omitting smaller, less important words.

Question 41

Referential Style

Answer 41

Vocabularies consisted mainly of words that refer to objects

Question 42

Expressive Style

Answer 42

Produce many more social formulas and pronouns than referential style

Question 43

Infant-Directed Speech (IDS)

Answer 43

A form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts.