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Developmental Psychology > Chapter 5: Cognitive Development during the First Three Years > Flashcards

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 basic mechanics of learning.

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

d. Behaviorist approach

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2
Q

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

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

c. Psychometric approach

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3
Q

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

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

e. Piagetian approach

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4
Q

(1) Approach to the study of cognitive development by observing and analyzing the mental processes involved in perceiving and hanfling information. (2) Approach to the study of cognitive development that analyzes processes involved in perceiving and handling information.

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

b. Information-processing approach

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5
Q

Approach to the study of cognitive development that links brain processes with cognitive ones.

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

f. Cognitive neuroscience approach

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6
Q

Approach to the study of cognitive development that focuses on environmental influences, particularly parents and other caregivers.

a. Social-contextual approach
b. Information-processing approach
c. Psychometric approach
d. Behaviorist approach
e. Piagetian approach
f. Cognitive neuroscience approach

A

a. Social-contextual approach

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7
Q

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

a. Operant conditioning
b. Classical conditioning

A

b. Classical conditioning

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8
Q

(1) Learning based on association of behavior with its consequences. (2) Learning based on reinforcement or punishment.

a. Classical conditioning
b. Operant conditioning

A

b. Operant conditioning

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9
Q

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

a. Intelligent behavior
b. Operant conditioning
c. IQ (intelligence quotient) tests
d. Classical conditioning

A

a. Intelligent behavior

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10
Q

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

a. Intelligent behavior
b. Operant conditioning
c. IQ (intelligence quotient) tests
d. Classical conditioning

A

c. IQ (intelligence quotient) tests

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11
Q

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

a. Bayley Scales of Infant and Toddler Development
b. IQ (intelligence qoutient) tests
c. Home Observation for Measurement of the Environment (HOME)

A

a. Bayley Scales of Infant and Toddler Development

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12
Q

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

a. Bayley Scales of Infant and Toddler Development
b. IQ (intelligence qoutient) tests
c. Home Observation for Measurement of the Environment (HOME)

A

c. Home Observation for Measurement of the Environment (HOME)

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13
Q

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

a. Systemic process
b. Educational intervention
c. Long-term interventiin
d. Early intervention

A

d. Early intervention

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14
Q

Action and response both involve infant’s own body.

a. Tertiary circular reaction
b. Primary circular reaction
c. Secondary circular reaction

A

b. Primary circular reaction

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15
Q

Action gets a response from another person or object, leading to baby’s repeating original action.

a. Secondary circular reaction
b. Tertiary circular reaction
c. Primary circular reaction

A

a. Secondary circular reaction

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16
Q

Action gets one pleasing result, leading baby to perform similar actions to gey similar results.

a. Primary circular reaction
b. Secondary circular reaction
c. Tertiary circular reaction

A

c. Tertiary circular reaction

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17
Q

Primary circular reaction happens at which months?

a. Conception to birth
b. 1 to 4 months
c. 1 to 8 months
d. Up to a year old

A

b. 1 to 4 months

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18
Q

Secondary circular reaction happens at which months?

a. 4 to 8 months
b. 4 to 9 months
c. 4 to 12 months
d. 4 to 2 years

A

a. 4 to 8 months

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19
Q

Tertiary circular reaction happens at which months?

a. 8 to 12 months
b. 10 to 15 months
c. 12 to 16 months
d. 12 to 18 months

A

d. 12 to 18 months

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20
Q

Which is substage no. 4 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

d. Coordination of secondady schemes

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21
Q

Which is substage no. 1 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

a. Use of reflexes

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22
Q

Which is substage no. 6 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

f. Mental combinations

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23
Q

Which is substage no. 3 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

c. Secondary circular reactions

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24
Q

Which is substage no. 2 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

b. Primary circular reactions

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25
Q

Which is substage no. 5 on the substages of the sensorimotor stage?

a. Use of reflexes
b. Primary circular reactions
c. Secondary circular reactions
d. Coordination of secondary schemes
e. Tertiary circular reactions
f. Mental combinations

A

e. Tertiary circular reactions

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26
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Develops slowly between 4-6 months and 1 year, based on an infant’s discovery, first of effects of own actions. and then of effects of outside forces.

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

e. Causality

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27
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Invisible imitation develops around 9 months; deferred imitation begins after development of mental representations in the sixth substage (18-24 months).

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

a. Imitation

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28
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Depends on representational thinking, which develops during the sixth substage (12-18 months).

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

d. Categorization

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29
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Develops gradually between the third and sixth substage

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

b. Object permanence

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30
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Depends on use of symbols, which begins in the sixth substage (18-24 months).

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

f. Number

31
Q

Which concept or skill by Piaget’s view on key developments of the sensorimotor stage describes:
Depends on representational thinking, which develops during the sixth substage (18-24 months).

a. Imitation
b. Object permanence
c. Symbolic development
d. Categorization
e. Causality
f. Number

A

c. Symbolic development

32
Q

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

a. Schemes
b. Circular reactions
c. Sensorimotor stage
d. Representational ability

A

c. Sensorimotor stage

33
Q

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

a. Schemes
b. Circular reactions
c. Sensorimotor stage
d. Representational ability

A

a. Schemes

34
Q

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

a. Schemes
b. Circular reactions
c. Sensorimotor stage
d. Representational ability

A

b. Circular reactions

35
Q

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

a. Schemes
b. Circular reactions
c. Sensorimotor stage
d. Representational ability

A

d. Representational ability

36
Q

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

a. Object concept
b. Object development
c. Object imitation
d. Object permanence

A

d. Object permanence

37
Q

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

a. Object imitation
b. Deferred imitation
c. Symbolic imitation
d. Concept imitation

A

b. Deferred imitation

38
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. Information-processing approach
b. Perceptual and attentional processes
c. Dual representation hypothesis
d. Cross-modal transfer

A

c. Dual representation hypothesis

39
Q

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

a. Information-processing approach
b. Perceptual and attentional processes
c. Dual representation hypothesis
d. Cross-modal transfer

A

d. Cross-modal transfer

40
Q

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

a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation

A

e. Habituation

41
Q

Increase in responsiveness after presentation of a new stimulus.

a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation

A

c. Dishabituation

42
Q

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

a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation

A

a. Visual preference

43
Q

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

a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation

A

d. Visual recognition memory

44
Q

A shared attentional focus, typically initiated with eye gaze or pointing.

a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation

A

b. Joint attention

45
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
b. Object permanence
c. Cognitive neuroscience approach
d. Social-contextual approach

A

a. Violation-of-expectations

46
Q

Approach to the study of cognitive development that links brain processes with cognitive ones.

a. Violation-of-expectations
b. Object permanence
c. Cognitive neuroscience approach
d. Social-contextual approach

A

c. Cognitive neuroscience approach

47
Q

Approach to the study of cognitive development that focuses on environmental influences, particularly parents and other caregivers.

a. Violation-of-expectations
b. Object permanence
c. Cognitive neuroscience approach
d. Social-contextual approach

A

d. Social-contextual approach

48
Q

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

a. Implicit memory
b. Explicit memory
c. Working memory

A

a. Implicit memory

49
Q

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

a. Implicit memory
b. Explicit memory
c. Working memory

A

b. Explicit memory

50
Q

Short-term storage of information being actively processed.

a. Implicit memory
b. Explicit memory
c. Working memory

A

c. Working memory

51
Q

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

a. Implicit memory
b. Explicit memory
c. Working memory
d. Guided participation

A

d. Guided participation

52
Q

Communication system based on words and grammar.

a. Development
b. Cognition
c. Language
d. Language development

A

c. Language

53
Q

Which age in months of language milestones from birth to 3 years describes:
Uses 1-2 words other than “mama” or “dada,” follows direction given with a gesture and words, looks at familiar objects when they are named, points to ask for something or to get help.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

g. 15 months

54
Q

Which age in months of language milestones from birth to 3 years describes:
Says around 50 words, says at least 2 words with one action word (e.g., “doggie run”), names things in a book when asked, says words such as “I,” “me,” or “we.”

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

j. 30 months

55
Q

Which age in months of language milestones from birth to 3 years describes:
Babbles in strings of consonants and vowels, lifts arms to be picked up.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

e. 9 months

56
Q

Which age in months of language milestones from birth to 3 years describes:
Talks in conversations with at least 2 back-and-forth exchanges; asks who, what, where, or why questions; says what action is happening in a picture when asked (e.g., “running”); says first name when asked; speaks well enough for most people to understand.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

k. 36 months

57
Q

Which age in months of language milestones from birth to 3 years describes:
Waves bye-bye, calls parents “mama” or “dada” or other special names, understands “no”.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

f. 12 konths

58
Q

Which age in months of language milestones from birth to 3 years describes:
Makes sounds other than crying, reacts to loud sounds.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

b. 2 months

59
Q

Which age in months of language milestones from birth to 3 years describes:
Points to things in a book when asked to identify them, says at least 2 words together (e.g., “more milk), points to at least 2 body parts when asked, uses gestures such as blowing a kiss or nodding yes.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

i. 24 months

60
Q

Which age in months of language milestones from birth to 3 years describes:
Takes turns making sounds, blows raspberries and makes squealing noises.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

d. 6 months

61
Q

Which age in months of language milestones from birth to 3 years describes:
Can perceive speech, cry, make some response to sound.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

a. Birth

62
Q

Which age in months of language milestones from birth to 3 years describes:
Uses 3 or more words besides “mama” and “dada,” follows directions without gestures.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

h. 18 months

63
Q

Which age in months of language milestones from birth to 3 years describes:
Responds to sound, coos, and turns head towards others’ voices.

a. Birth
b. 2 months
c. 4 months
d. 6 months
e. 9 months
f. 12 months
g. 15 months
h. 18 months
i. 24 months
j. 30 months
k. 36 months

A

c. 4 months

64
Q

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

a. Language acquisition device (LAD)
b. Prelinguistic speech
c. Nativism

A

c. Nativism

65
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)
b. Prelinguistic speech
c. Nativism

A

a. Language acquisition device (LAD)

66
Q

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

a. Language acquisition device (LAD)
b. Prelinguistic speech
c. Nativism

A

b. Prelinguistic speech

67
Q

Verbal expression designed to convey meaning.

a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech

A

d. Linguistic speech

68
Q

Single word that conveys a complete thought.

a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech

A

c. Holophrase

69
Q

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

a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech

A

b. Telegraphic speech

70
Q

Rules for forming sentences in a particular language.

a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech

A

a. Syntax

71
Q

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

a. Code switching
b. Literacy
c. Child-directed speech (CDS)
d. Code mixing

A

d. Code mixing

72
Q

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

a. Code switching
b. Literacy
c. Child-directed speech (CDS)
d. Code mixing

A

a. Code switching

73
Q

Form of speech often used intalking to babies or toddlers; includes slow, simplified speech, a high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repitition; also called parentese or motherese.

a. Code switching
b. Literacy
c. Child-directed speech (CDS)
d. Code mixing

A

c. Child-directed speech (CDS)

74
Q

(1) Ability to read and write. (2) In an adult, ability to use printed and written information to function in society, achieve goals, and develop knowledge and potential.

a. Code switching
b. Literacy
c. Child-directed speech (CDS)
d. Code mixing

A

b. Literacy

Developmental Psychology (12 decks)

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