CHAPTER 5: Cognitive Development during the First Three Years Flashcards

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1
Q

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

A

Behaviorist approach

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2
Q

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

A

Classical conditioning Learning

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3
Q

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

A

Operant conditioning Learning

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4
Q

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

A

Psychometric approach

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5
Q

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

A

Intelligent behavior

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6
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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7
Q

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

A

Bayley Scales of Infant and Toddler Development

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8
Q

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

A

Home Observation for Measurement of the Environment (HOME)

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9
Q

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

A

Early intervention

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10
Q

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

A

Piagetian approach

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11
Q

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

A

Sensorimotor stage

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12
Q

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

A

Schemes

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13
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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14
Q

SUBSTAGES OF THE SENSORIMOTOR STAGE

A
  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
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15
Q

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

A

Representational ability

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16
Q

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

A

Visible imitation

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17
Q

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

A

Invisible imitation

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18
Q

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

A

Deferred imitation

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19
Q

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

A

Elicited imitation

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20
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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21
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

22
Q

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

A

Information-processing approach

23
Q

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

A

Visual preference

24
Q

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

A

Visual recognition memory

25
Q

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

A

Habituation

26
Q

Increase in responsiveness after presentation of a new stimulus.

A

Dishabituation

27
Q

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

A

Cross-modal transfer

28
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

29
Q

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

A

cognitive neuroscience approach

30
Q

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

A

Implicit memory

31
Q

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

A

Explicit memory

32
Q

Short-term storage of information being actively processed.

A

Working memory

33
Q

approach that examines the effects of environmental aspect

A

social-contextual approach

34
Q

Communication system based on words and grammar.

A

Language

35
Q

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.

A

Guided participation

36
Q

A Verbal expression designed to convey meaning.

A

Linguistic speech

37
Q

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.

A

Prelinguistic speech

38
Q

Single word that conveys a complete thought.

A

Holophrase

39
Q

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

A

Telegraphic speech

40
Q

Rules for forming sentences in a particular language.

A

Syntax

41
Q

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

A

Nativism

42
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)

43
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

44
Q

Ability to read and write.

A

Literacy

45
Q

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

A

Code switching

46
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)

47
Q

SUBSTAGE - newborns suck reflexively when their lips are
touched.

A

first substage (birth to about 1 month) -

48
Q

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)

A

second substage (about 1 to 4 months)

49
Q

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

A

third substage (about 4 to 8 months) -

50
Q

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

A

fourth substage (about 8 to 12 months)

51
Q

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

A

fifth substage (about 12 to 18 months) -

52
Q

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

A

sixth substage (about 18 months to 2 years)