CHAPTER 5: Cognitive Development during the First Three Years

Question 1

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

Answer 1

Behaviorist approach

Question 2

It is based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

Answer 2

Classical conditioning Learning

Question 3

It is based on the association of behavior with its consequences.

Answer 3

Operant conditioning Learning

Question 4

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

Answer 4

Psychometric approach

Question 5

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

Answer 5

Intelligent behavior

Question 6

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

Answer 6

IQ (intelligence quotient) tests

Question 7

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

Answer 7

Bayley Scales of Infant and Toddler Development

Question 8

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

Answer 8

Home Observation for Measurement of the Environment (HOME)

Question 9

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

Answer 9

Early intervention

Question 10

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

Answer 10

Piagetian approach

Question 11

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

Answer 11

Sensorimotor stage

Question 12

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

Answer 12

Schemes

Question 13

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

Answer 13

Circular reactions

Question 14

SUBSTAGES OF THE SENSORIMOTOR STAGE

Answer 14

1. Use of refl exes
2. Primary circular reactions
3. Secondary circular reactions
4. Coordination of secondary schemes
5. Tertiary circular reactions
6. Mental combination

Question 15

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

Answer 15

Representational ability

Question 16

Imitation with parts of one’s body that one can see.

Answer 16

Visible imitation

Question 17

Imitation with parts of one’s body that one cannot see.

Answer 17

Invisible imitation

Question 18

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

Answer 18

Deferred imitation

Question 19

Research method in which infants or toddlers are induced to imitate a specific series of actions they have seen but not necessarily done before.

Answer 19

Elicited imitation

Question 20

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

Answer 20

Object permanence

Question 21

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.

Answer 21

Dual representation hypothesis

Question 22

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

Answer 22

Information-processing approach

Question 23

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

Answer 23

Visual preference

Question 24

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

Answer 24

Visual recognition memory

Question 25

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

Answer 25

Habituation

Question 26

Increase in responsiveness after presentation of a new stimulus.

Answer 26

Dishabituation

Question 27

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

Answer 27

Cross-modal transfer

Question 28

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.

Answer 28

violation-of-expectations

Question 29

approach that seeks to identify what brain structures are involved in specific aspects of cognition.

Answer 29

cognitive neuroscience approach

Question 30

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

Answer 30

Implicit memory

Question 31

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

Answer 31

Explicit memory

Question 32

Short-term storage of information being actively processed.

Answer 32

Working memory

Question 33

approach that examines the effects of environmental aspect

Answer 33

social-contextual approach

Question 34

Communication system based on words and grammar.

Answer 34

Language

Question 35

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

Answer 35

Guided participation

Question 36

A Verbal expression designed to convey meaning.

Answer 36

Linguistic speech

Question 37

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

Answer 37

Prelinguistic speech

Question 38

Single word that conveys a complete thought.

Answer 38

Holophrase

Question 39

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

Answer 39

Telegraphic speech

Question 40

Rules for forming sentences in a particular language.

Answer 40

Syntax

Question 41

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

Answer 41

Nativism

Question 42

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

Answer 42

Language acquisition device (LAD)

Question 43

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

Answer 43

Code Mixing

Question 44

Ability to read and write.

Answer 44

Literacy

Question 45

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

Answer 45

Code switching

Question 46

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.

Answer 46

Child-directed speech (CDS)

Question 47

SUBSTAGE - newborns suck reflexively when their lips are touched.

Answer 47

first substage (birth to about 1 month) -

Question 48

SUBSTAGE - babies learn to repeat purposely a pleasant bodily sensation first achieved by chance (say, sucking their thumbs); they begin to turn toward sounds, showing the ability to coordinate different kinds of sensory information (vision and hearing)

Answer 48

second substage (about 1 to 4 months)

Question 49

SUBSTAGE - manipulating objects and learning about their properties; a baby this age might repeatedly shake a rattle to hear the noise

Answer 49

third substage (about 4 to 8 months) -

Question 50

SUBSTAGE - crawling, pushing, and grabbing; marks the development of complex, goal-directed behavior

Answer 50

fourth substage (about 8 to 12 months)

Question 51

SUBSTAGE - engaging in tertiary circular reactions; toddler may squeeze a rubber duck that squeaked when stepped on, to see whether it will squeak again; By trial and error, they try behaviors until they find the best way to attain a goal

Answer 51

fifth substage (about 12 to 18 months) -

Question 52

SUBSTAGE - is a transition to the preoperational stage of early childhood. infants develop the abilities to think and remember

Answer 52

sixth substage (about 18 months to 2 years)