Chapter 5: Cognitive Development during the First Three Years Flashcards
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
d. Behaviorist approach
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
c. Psychometric approach
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
e. Piagetian approach
(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
b. Information-processing approach
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
f. Cognitive neuroscience approach
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. Social-contextual approach
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
b. Classical conditioning
(1) Learning based on association of behavior with its consequences. (2) Learning based on reinforcement or punishment.
a. Classical conditioning
b. Operant conditioning
b. Operant conditioning
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. Intelligent behavior
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
c. IQ (intelligence quotient) tests
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. Bayley Scales of Infant and Toddler Development
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)
c. Home Observation for Measurement of the Environment (HOME)
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
d. Early intervention
Action and response both involve infant’s own body.
a. Tertiary circular reaction
b. Primary circular reaction
c. Secondary circular reaction
b. Primary circular reaction
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. Secondary circular reaction
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
c. Tertiary circular reaction
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
b. 1 to 4 months
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. 4 to 8 months
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
d. 12 to 18 months
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
d. Coordination of secondady schemes
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. Use of reflexes
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
f. Mental combinations
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
c. Secondary circular reactions
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
b. Primary circular reactions
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
e. Tertiary circular reactions
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
e. Causality
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. Imitation
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
d. Categorization
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
b. Object permanence
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
f. Number
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
c. Symbolic development
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
c. Sensorimotor stage
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. Schemes
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
b. Circular reactions
Piaget’s term for capacity to store mental images or symbols of objects.
a. Schemes
b. Circular reactions
c. Sensorimotor stage
d. Representational ability
d. Representational ability
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
d. Object permanence
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
b. Deferred imitation
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
c. Dual representation hypothesis
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
d. Cross-modal transfer
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
e. Habituation
Increase in responsiveness after presentation of a new stimulus.
a. Visual preference
b. Joint attention
c. Dishabituation
d. Visual recognition memory
e. Habituation
c. Dishabituation
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. Visual preference
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
d. Visual recognition memory
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
b. Joint attention
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. Violation-of-expectations
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
c. Cognitive neuroscience approach
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
d. Social-contextual approach
Unconscious recall, generally of habits and skills; sometimes called procedural memory.
a. Implicit memory
b. Explicit memory
c. Working memory
a. Implicit memory
Intentional and conscious memory, generally facts, names, and events.
a. Implicit memory
b. Explicit memory
c. Working memory
b. Explicit memory
Short-term storage of information being actively processed.
a. Implicit memory
b. Explicit memory
c. Working memory
c. Working memory
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
d. Guided participation
Communication system based on words and grammar.
a. Development
b. Cognition
c. Language
d. Language development
c. Language
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
g. 15 months
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
j. 30 months
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
e. 9 months
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
k. 36 months
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
f. 12 konths
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
b. 2 months
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
i. 24 months
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
d. 6 months
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. Birth
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
h. 18 months
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
c. 4 months
Theory that human beings have an inborn capacity for language acquisition.
a. Language acquisition device (LAD)
b. Prelinguistic speech
c. Nativism
c. Nativism
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. Language acquisition device (LAD)
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
b. Prelinguistic speech
Verbal expression designed to convey meaning.
a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech
d. Linguistic speech
Single word that conveys a complete thought.
a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech
c. Holophrase
Early form of sentence use consisting of only a few essential words.
a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech
b. Telegraphic speech
Rules for forming sentences in a particular language.
a. Syntax
b. Telegraphic speech
c. Holophrase
d. Linguistic speech
a. Syntax
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
d. Code mixing
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. Code switching
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
c. Child-directed speech (CDS)
(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
b. Literacy
