CHAPTER 5: Cognitive Development during the First Three Years Flashcards
Approach to the study of cognitive development that is concerned with the basic mechanics of learning.
Behaviorist approach
It is based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.
Classical conditioning Learning
It is based on the association of behavior with its consequences.
Operant conditioning Learning
Approach to the study of cognitive development that seeks to measure intelligence quantitatively.
Psychometric approach
Behavior that is goal-oriented and adaptive to circumstances and conditions of life.
Intelligent behavior
Psychometric tests that seek to measure intelligence by comparing a test-taker’s performance with standardized norms.
IQ (intelligence quotient) tests
Standardized test of infants’ and toddlers’ mental and motor development.
Bayley Scales of Infant and Toddler Development
Instrument to measure the influence of the home environment on children’s cognitive growth.
Home Observation for Measurement of the Environment (HOME)
Systematic process of providing services to help families meet young children’s developmental needs.
Early intervention
Approach to the study of cognitive development that describes qualitative stages in cognitive functioning.
Piagetian approach
Piaget’s first stage in cognitive development, in which infants learn through senses and motor activity.
Sensorimotor stage
Piaget’s term for organized patterns of thought and behavior used in particular situations.
Schemes
Piaget’s term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance
Circular reactions
SUBSTAGES OF THE SENSORIMOTOR STAGE
- Use of refl exes
- Primary circular reactions
- Secondary circular reactions
- Coordination of secondary schemes
- Tertiary circular reactions
- Mental combination
Piaget’s term for the capacity to store mental images or symbols of objects and events.
Representational ability
Imitation with parts of one’s body that one can see.
Visible imitation
Imitation with parts of one’s body that one cannot see.
Invisible imitation
Piaget’s term for the reproduction of an observed behavior after the passage of time by calling up a stored symbol of it.
Deferred imitation
Research method in which infants or toddlers are induced to imitate a specific series of actions they have seen but not necessarily done before.
Elicited imitation
Piaget’s term for the understanding that a person or object still exists when out of sight.
Object permanence
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.
Dual representation hypothesis
Approach to the study of cognitive development that analyzes processes involved in perceiving and handling information.
Information-processing approach
Tendency of infants to spend more time looking at one sight than another.
Visual preference
Ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time.
Visual recognition memory
Type of learning in which familiarity with a stimulus reduces, slows, or stops a response.
Habituation
Increase in responsiveness after presentation of a new stimulus.
Dishabituation
Ability to use information gained by one sense to guide another.
Cross-modal transfer
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.
violation-of-expectations
approach that seeks to identify what brain structures are
involved in specific aspects of cognition.
cognitive neuroscience approach
Unconscious recall, generally of habits and skills; is sometimes called procedural memory.
Implicit memory
Intentional and conscious memory, generally of facts, names, and events.
Explicit memory
Short-term storage of information being actively processed.
Working memory
approach that examines the effects of environmental aspect
social-contextual approach
Communication system based on words and grammar.
Language
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.
Guided participation
A Verbal expression designed to convey meaning.
Linguistic speech
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.
Prelinguistic speech
Single word that conveys a complete thought.
Holophrase
Early form of sentence use consisting of only a few essential words.
Telegraphic speech
Rules for forming sentences in a particular language.
Syntax
Theory that human beings have an inborn capacity for language acquisition.
Nativism
In Chomsky’s terminology, an inborn mechanism that enables children to infer linguistic rules from the language they hear
Language acquisition device (LAD)
Use of elements of two languages, sometimes in the same utterance, by young children in households where both languages are spoken.
Code Mixing
Ability to read and write.
Literacy
Changing one’s speech to match the situation, as in people who are bilingual.
Code switching
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.
Child-directed speech (CDS)
SUBSTAGE - newborns suck reflexively when their lips are
touched.
first substage (birth to about 1 month) -
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)
second substage (about 1 to 4 months)
SUBSTAGE - manipulating objects and learning about their
properties; a baby this age might repeatedly shake a rattle to hear the noise
third substage (about 4 to 8 months) -
SUBSTAGE - crawling, pushing, and grabbing; marks the development of complex, goal-directed behavior
fourth substage (about 8 to 12 months)
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
fifth substage (about 12 to 18 months) -
SUBSTAGE - is a transition to the preoperational
stage of early childhood. infants develop the abilities to think and remember
sixth substage (about 18 months to 2 years)
