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F22 Psychology 3340H > Chapter 5: Cognitive Development in Infancy > Flashcards

Chapter 5: Cognitive Development in Infancy Flashcards

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1
Q

Summarize Piaget‘s theory of Infant Development

A
  1. baby makes schemes
  2. baby uses/adapts scheme with assimilation and accommodations
  3. baby organizes experiences
  4. sensorimotor stage
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2
Q

In Piaget’s theory, actions or mental representations that organize knowledge are called _______.

A

schemes

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3
Q

What is assimilation?

A

Using existing schemes to deal with new info

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4
Q

What is accommodation?

A

Adjustment of schemes for new info

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5
Q

_______ is a mechanism Piaget proposed to explain how children shift from one stage to the next.

A

equilibrium

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6
Q

Sensorimotor stage

A

Piaget’s first stage,

  • lasts from birth to age 2
  • infants begin to understand the world through coordinating sensory experiences and motor actions
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7
Q

What are the six substages of sensorimotor development?

A
  1. Simple reflexes
  2. First habits and primary circular reactions
  3. Secondary circular reactions
  4. Coordination of secondary circular reactions
  5. Tertiary circular reactions, novelty, and curiosity
  6. Internalization of schemes
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8
Q

Substages:
Simple reflexes

A

First substage,
coordination of sensation and action through reflexive behaviors

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9
Q

Substages:
First habits and primary circular reactions

A

Coordination of sensation and two types of schemes:
1. habits
2. reactions

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10
Q

Substages:
Secondary circular reactions

A

Infant becomes more object-oriented, less self-oriented

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11
Q

Substages:
Coordination of secondary circular reactions

A

Coordination of vision and touch, coordination of schemes and intentionality

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12
Q

Substages:
Tertiary circular reactions, novelty, and curiosity

A

Infant becomes intrigued by properties of objects and by the things they can do to objects

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13
Q

Substages:
Internalization of schemes

A

Infants develop ability to use primitive symbols and form enduring mental representations

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14
Q

What is a primary circular reation?

A

Scheme based on attempt to reproduce an event which occured by chance

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15
Q

A-not-B error

A

Infant makes the mistake of selecting a familiar hiding place (A) rather than a new hiding place (B) of an object

*related to undeveloped object permanence

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16
Q

Core knowledge approach

A

Infants are born with domain-specific innate knowledge systems (nature)

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17
Q

What are some criticisms of Piaget’s theory?

A
  • infants’ perceptual abilities are highly developed from a young age
  • data doesn’t always support him
  • A-not-B error
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18
Q

Who made the theory of operant conditioning?

A

Skinner

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19
Q

Operant conditioning

A

Consequences of a behavior produce changes in the probability of the behavior’s occurrence

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20
Q

_______ has demonstrated how infants can retain information from the experience of being conditioned.

A

Carolyn Rovee-Collier

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21
Q

The focus of mental resources on select information.

A

Attention

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22
Q

What dominates attention in the first year of life?

A

orienting/investigative process

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23
Q

A new stimulus elicits an orienting response followed by _______.

A

Sustained attention

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24
Q

A process that occurs when individuals focus on the same object and are able to track another individual’s behavior.

A

Joint attention

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25
Q

Joint attention is delayed in children with _______.

A

ASD and language delay

26
Q

Central feature of cognitive development which pertains to all situations in which individuals retain information over time.

A

Memory

27
Q

Memory without conscious recollection

A

implicit

28
Q

Memory of facts and experiences which individuals consciously know

A

explicit

29
Q

What makes explicit memory possible in infants?

A
  • development of hippocampus and cerebral cortex from 6-12 months
30
Q

Infantile/childhood amnesia

A

Inability to remember first 3 years of life

31
Q

T or F
Infants’ memories are fragile

A

True

32
Q

Imitation that occurs after a delay of hours or days

A

Deferred imitation

33
Q

Cognitive grouping of similar objects, events, people, or ideas

A

Concepts

34
Q

Infants as young as _______ can group objects.

A

3 to 4 months

35
Q

The ability to produce and comprehend an endless number of meaningful sentences using a finite set of words and rules

A

Infinite generativity

36
Q

The sound system of the language, including the sounds used and how they may be combined

A

Phonology

37
Q

Units of meaning involved in word formation

A

Morphology

38
Q

The ways words are combined to form acceptable phrases/sentences

A

Syntax

39
Q

The meaning of words and sentences

A

Semantics

40
Q

The appropriate use of language in different contexts

A

Pragmatics

41
Q

What did Frederick II do with babies?

A

He tried to learn what language they’d speak if nobody spoke to them. They all died…

42
Q

T or F
From birth to 6 months, babies can understand sounds from only their own language.

A

False
From birth to 6 months babies can understand sounds of any language

Kuhl (2015) “citizens of the world”

43
Q

How do babies begin to understand language in the second half of their first year?

A

Statistical information like co-occurrence and repetition

44
Q

Cooing v. Babbling

A

Cooing:
- starts @ 2-4 months
- gurgling sounds
- express pleasure
Babbling:
- starts @ middle of 1st year
- form of social interaction
- strings of sounds

45
Q

Gestures are used by babies to _______.

A
  • communicate towards end of 1st year
  • pointing, waving, nodding, etc.
46
Q

T or F
Infants understand first words before using them.

A

True

47
Q

Vocabulary spurt

A

Rapid increase in baby’s vocabulary from age 18 months

48
Q

T or F
Early vocabulary development is not linked with later language development.

A

False
It is linked with language development 5 years later

49
Q

Overextension v. Underextension

A

O: to apply words to objects that are not included in the word’s definition, too wide
U: to fail to name an object as what it is, too narrow

50
Q

Two-word utterances

A
  • 18-24 months
  • Convey meaning with just two words
51
Q

The use of short and precise words without grammatical markers

A

Telegraphic speech

52
Q

T or F
Speaking and understanding language require the nervous system.

A

True

53
Q

An area in the brain’s left hemisphere that’s involved in language comprehension

A

Wernicke’s area

54
Q

An area in the brain’s left frontal lobe that is involved in speech production

A

Broca’s area

55
Q

Loss or impairment of language ability caused by brain damage

A

Aphasia

56
Q

Chomsky’s term that describes a biological endowment enabling the child to detect the features and rules of language

A

Language acquisition device
LAD

57
Q

Damage to either Bronco’s or Wernicke’s area causes a form of _______.

A

aphasia

58
Q

Describe the role of social interaction in language development.

A
  • interaction with parents and teachers facilitates language development
  • Tomasello - interaction view
  • tied to socioeconomic status of parents
59
Q

T or F
Infants can effectively learn language through television and videos.

A

False
Infants need to be engaged in social interaction to develop language. TV can actually cause delayed language development

60
Q

Language spoken in a higher pitch and slower speed than normal with simple words and sentences

A

Child-directed speech

61
Q

Recasting, Expanding, and Labeling

A

R - rephrasing a child’s words to correct them
E - adding info to child’s incomplete statement
L - naming objects a child shows interest in

F22 Psychology 3340H (18 decks)

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