Chapter 5: Cognitive Development in Infancy Flashcards
1
Q
4 stages of Piaget’s Cognitive Development
A
- Sensorimotor stage (birth to 2 yrs)
- Preoperational stage (2-7 yrs)
- Concrete operational stage (7-11 yrs)
- Formal operational stage (12+)
2
Q
This is the period during which infants develop and refine sensorimotor intelligence.
This is the cognitive development stage in infancy
A
Sensorimotor stage
3
Q
Earliest schemes used in infancy are _____ such as sucking and rooting
A
reflexes
4
Q
______ is a process by which people understand an experience in terms of their current stage of cognitive development and way of thinking.
A
Assimilation
5
Q
_______ takes place when the child changes existing ways of thinking, existing ways of understanding or behaving in response to encounters with new stimuli or events.
A
Accommodation
6
Q
______ is an inborn inclination of the system to combine and integrate available schemes into coherent cognitive structures
Ex: grasping scheme, reaching scheme, looking scheme are combined into a more complex visually directed reaching
A
Organization
7
Q
What is the goal of organization?
A
Adaptation
8
Q
In this initial stage of cognitive development, infants coordinate sensory inputs and motor capabilities;
-they develop schemes for acting on objects that are present like dropping, sucking, shaking, banging an object.
They go from being this reflex of beings into being problem solvers.
A
Sensorimotor period
9
Q
In sensorimotor period, infants are aware only of their _____, and their own movements and they use information from their senses and motor actions to learn about the world.
A
sensations
10
Q
The exact timing of a stage reflects an interaction between an infant’s level of _______ maturation and the nature of their social environment they’re being raised in.
A
physical
11
Q
By the age of about _______ months, the infant has the beginnings of mental representation
A
18-24
12
Q
______ is the ability to reproduce an activity seen in the past
A
Imitation
13
Q
________ ________ is the understanding that objects continue to exist when they cannot be seen.
A
Object permanence
14
Q
Infants also pass through periods of _____ in which some aspects of their behavior is reflected in the next higher stage but other aspects of their behavior indicate the current stage.
A
transition
15
Q
How many substages does the sensorimotor stage have?
A
6
16
Q
In the substages, children are _______ different than in the stage before.
A
qualitatively
17
Q
Piaget believed that children were answering differently at different ages because they thought of things ________.
A
differently
18
Q
What test did Piaget use to test object permanence?
A
A-not-B problem.
Changed the hiding place of an object
19
Q
Most infants solve the A-not-B problem around ___ to ___ months of age.
A
10 to 12
20
Q
Why is it that the younger infants can’t do the task (A-not-B problem) but the older ones can?
- Piaget suggested that only children who have formed some kind of ______ _______ of the object can do the task
A
mental representation
21
Q
Around ___ to ____ months of age, most infants solve the simple hiding place problem
A
6 to 9
22
Q
The infant who achieves an understanding of _____ ______, then out of sight is decidedly out of mind
A
object permanence
23
Q
What are the six substages of sensorimotor period?
A
- Simple reflexes
- Primary circular reactions
- Secondary circular reactions
- Coordination of secondary circular and reactions/ secondary schemes
- Tertiary circular reactions
- Beginnings of mental representation
24
Q
This substage of the sensorimotor period is form 4 to 8 months of age.
- child begins to act upon outside world
- infants now seek to repeat enjoyable events in their environments that are produced through chance activities
Ex: the baby coos and the mom smiles. So the baby coos again to get mom to smile again.
- The baby repeats the action until it becomes habitual.
A
Secondary circular reactions (Substage 3)
25
In substage 3, a baby ____(can/ can not) imitate an action modelled by a parent but the actions are limited to actions that have been done previously. (infant needs to be able to see itself doing the action but difficult to imitate facial gestures as they can't see himself doing it)
can
26
In substage 3, the child is good at retrieving hidden objects as long as they're only ________ hidden.
partially
27
Difference between the secondary circular reaction and the primary circular reaction is that the secondary circular reaction triggering a reaction _____ of the body whereas in the primary circular reaction is all about the child's ____ body.
outside, own
28
This sensorimotor period substage is in the first month of life.
- various inborn reflexes used; assimilation of new objects into reflexive schemes
- at the same time, some reflexes begin to accommodate the infant's experiences (ex: infant being breastfed but now getting bottles sometimes might start to change the way he sucks depending on whether the nipple is on a breast or on a bottle)
- infants in this substage show signs of beginning to differentiate consequences.
Simple reflexes (1st substage)
29
What happening with imitation during substage 1?
- Piaget said that infants in this stage can not imitate. But we they actually ____ imitate by sticking their tongue
can
30
At the 1st substage, infants of object concept, they may at the very most stare _____ where the object was.
briefly
31
This substage of the sensorimotor period is from 1 to 4 months of age.
- beginning of coordination of what were separate actions into single, integrated activities.
- activities that engage baby's interests are repeated simply for sake of continuing to experience it
Primary circular reactions (2nd substage)
32
In substage 2, we see _______ ________ ________. These are simple repetitive actions that are organized around the infant's own body.
Ex: an infant accidentally puts its thumb in its mouth and begins to suck and enjoy it.
When a child repeatedly sucks it thumb it represents a ______ ______ ______
primary circular reactions
33
In substage 2, with imitation, an action or a sound initiated by the baby can be kept going if the _______ imitates it. But the baby doe snot imitate it if the ______ starts that sound for that action
parent, parent
34
The first sign that the baby is developing object permanence is seen at around __ months of age.
- you show a toy to the baby and you put a screen in front of a toy, you take toy away and remove screen. The baby will show some surprise as if they know that the toy should still be there.
2
35
This substage of the sensorimotor period is from 8 to 12 months
- beginning of goal-directed behavior (when they move a toy out of the way of another toy so they can access the toy that's behind it) - means to an end process
- A not B error
- baby shows the beginnings of understanding causal connections and now the baby starts exploring.
- during this substage, the infant is beginning to show that it understands what the behavior of others means vs. just him/herself.
- anticipatory behavior
Coordination of secondary circular & Reactions/Secondary schemes (4th substage)
36
During substage 4, the infant can imitate ___ actions and it can also imitate actions that it can't see itself do but it will make some mistakes.
Ex: if an adult sticks out their tongue and moves it up and down, the infant might stick out her tongue and move it in and out or might do this with her hand
new
37
During substage 4, in terms of object concept, the infant searches for a completely hidden object but making the ______ error.
A-not-B
38
This substage of the sensorimotor period is from 12 to 18 months.
- development of schemes regarding deliberate variation of actions that bring desirable consequences (what kind of expressions will make mom smile, dropping a toy repeatedly to hear different sounds)
- carrying out miniature experiments to observe consequences
- infant's behavior has a purposeful experimental quality.
Tertiary Circular reactions (5th substage)
39
IN substage 5, the child is ____(less/more) to make errors in imitation
less
40
In substage 5, in terms of object permanence, object concept is shown. The infant _____(does/does not) make the A-not-B error.
does not
41
This substage of the sensorimotor period is from 18 months to 2 years.
- capacity for mental representation or symbolic thought
- the ability to manipulate mental symbols like words and images allows the infant to generate solutions to problems just by thinking about them . They don't need trial and error.
- Infants invent new means by mental combination and mental representation
- ability to pretend
- understand causality
Beginnings of mental representation (substage 6)
42
In substage 6, in terms of imitation, we see _______ imitation. The infant can follow a sequence of first perceiving something that someone else does and then performing that action hours or even days later.
deferred
43
In substage 6, in terms of object concept, the infant now infers where the object must be even if they have not seen it ______. This suggest that they're able to mental represent the object when they can't see the object.
tells us that they know the object exists.
hidden
44
In substage 6, they follow invisible ________. Infant can recover a ball that's rolled under the sofa by making a detour and the child can visualize internally the trajectory or path even though it's invisible.
displacements
45
Piaget ______ the cognitive capacity of infants
underestimated
46
Piaget may have wrongly equated the infant's lack of _______ ability with lack of cognitive understanding
Ex: object permanence
physical
47
In this paradigm, the infant is presented with a sequence of events and then two test trials. One test trial is possible given the initial sequence, the other is impossible. Measure the amount of time the infant looks at each sequence on the test trial. (will look longer at an event that is surprising or confusing)
-shows us that 3 month old infants displayed a knowledge of objects and how they heave that is much more sophisticated than previously thought.
Violation of Expectation Paradigm
48
Piaget's proposed sequence of imitation skill has been supported. But, imitation of facial gestures and deferred imitation occur ______(earlier/later) than Piaget proposed.
earlier
49
Infants learn through ______.
modelling
50
The _______(quantitative/qualitative) approach suggests that as infants mature, they're better able to control their mental processing and that as they mature, they use better strategies to process information
quantitative
51
Enhancement in cognition is the result of better controlled mental processing and using better _______
strategies
52
research evidence (Gunther) supports learning through ______ conditioning in the first weeks of life.
- Babies who felt smothered by the left breast learned to refuse the lest breast.
classical
53
Research evidence (Moon & Fifer) supports learning through ________ conditioning for newborns.
- sounds of mother's voice or heartbeat, or sweet liquids increased the sucking response and head turning.
- the mother's voice is an effective reinforcer for all babies.
operant
54
Research evidence (Provasi) supports the presence of _________ learning.
- 10- and 12-month-old observers were more proficient at finding the toy than actors in all age groups
- by 14 months, infants distinguish between successful and unsuccessful models and, like older children and adults, are more likely to imitate those who succeed at an attempted task.
- 9- and 11-month-olds prefer to watch others play with the same objects they previously played with than a novel one.
observational
55
The organization of experiences into expectancies, or "known" combinations, is called ______.
schemas
56
By ____ months, infants actively use categories to process information.
But there is a limitation: cannot process levels of categories
7
57
___________ (higher level categories) contain lower level categories.
Superordinates (ex: animals)
Subordinate categories (ex: cats, dogs)
58
Hierarchical categorization appears by 2 years, but it is not well developed until about age ___.
5
59
The information, categories like animals or furniture are stored in _____-term memory
long
60
Rovee-Collier showed that ___-month-old infants can remember specific objects and their own actions with those objects as long as one week.
This approach shows young infants are more cognitively sophisticated than Piaget supposed, while supporting his w=view of systematic gains in memory.
3
61
_________ tests are put under the information processing category because often this test is measuring motor and mental abilities from an information processing perspective.
Intelligence
62
The ______ Scales of Infant and Toddler Development is a strong predictor of preschool intelligence test scores. This is helpful in identifying infants and toddlers with serious developmental delays.
- Yields a developmental quotient- looks at an average performance an you can then use it to compare how your child performs in comparison to other children their age.
Bayley
63
Performance on intelligence tests can _______ outcomes later in childhood and in adulthood
predict
64
__________ tasks appear to have high potential as measures of infant intelligence
Habituation
65
The _______ at with which such habituation/recognition takes place may reveal something about the efficiency of the baby's perceptual/cognitive system and its neurological underpinnings.
speed
66
Infants who process information efficiently ought to be able to learn stimuli more ______(quickly/slowly). We would expect that they would turn their attention away from a given stimulus more ______(rapidly/slowly) than those who are less efficient at information processing
quickly, rapidly
67
_______ test of Infant Intelligence is a standardized test of habituation rate.
- can be used with those with problems such as cerebral palsy.
Fagan's
68
He formulated the earliest measure of infant development. It was designed to distinguish between normally developing and atypically developing babies.
He developed developmental quotient as well
Arnold Gesell
69
______________(IDS) is the simplified higher-pitched speech that adults use with infants and young children.
Babies as young as a few days old prefer this.
- Helps infants identify the sounds in their mothers' speech that are specific to the language they are learning.
- helps the child to pick out repeating grammatical forms.
Infant-directed speech
70
Children's _______ in the earliest years influence language.
experience
71
This is an early milestone in infancy where there is repetitive vowel sounds (e.g., aah, aah, aah)
-vowel sounds appear at about ____ month, usually to signal pleasure
Cooing, 1
72
This is an early milestone in infancy where there is repetitive vowel and consonant sounds (e.g., baah, baah)
- develops at about 6 or 7 months.
- this is related to the beginning of language production
- intonational patterns are used.
Babbling
73
At about ___ or ___ months, babbling sounds narrow to the set of sounds that are part of the language they are hearing.
9 or 10
74
Gesture-sound combinations emerge at about __ months
10
75
receptive language consists of about _____ words by 9 or 10 months.
20-30
76
_________ _________ is the ability to produce words.
Expressive language
77
____ months babies begin to say first words
12
78
__________ is combining a single word with gestures to make a complete thought.
- used between 12 and 18 months.
Holophrases
79
_______ explosion occurs between 16 and 24 months
- infants learn new words with very few repetitions, and they generalize these words to many more situations.
Naming
80
____ months old, infants have 50 words in speaking vocabulary
16
81
____ months old, infants have 320 words in speaking vocabulary
24
82
Vocabulary grows in ______.
spurts
83
_________ appear when there is a threshold of 100 to 200 words at 18-24 months
Sentences
84
In ______ speech, sentences are short, generally 2 or 3 words.
telegraphic
85
There are ________ differences in the rate of language acquisition.
individual
86
At __ to ___ months,
Milestone: makes cooing sounds when alone; responds with smile and cooing when talked to.
2 to 3
87
At __ to __ months,
Milestone: makes various vowel and consonant sounds with cooing
4 to 5
88
At __ months,
Milestone: babbles; utters phonemes of all languages
6
89
At __ to __ months,
Milestone: Focuses on the phonemes, rhythm, and intonation of language spoken in the home; has receptive vocabulary of 20 to 30 words.
8 to 9
90
At ___ months,
Milestone: expressive language emerges; says single words
12
91
At __ to __ months,
Milestone: uses word-gesture combinations combined with variations in intonation (holophrases)
12 to 18
92
At __ to __ months,
Milestone: displays rapid vocabulary growth (naming explosion)
16 to 24
93
At __ to __ months,
Milestone: uses two-word sentences (telegraphic speech); has expressive vocabulary of 100 to 200 words.
18 to 20
94
Cooing, babbling, first words, holophrases, and telegraphic speech are typically found in all languages at similar ages, and appear in the same sequence.
This suggests that language is a ______ process and that it is likely innate because it is unique to the human species.
maturational
95
_______ is a characteristic of human beings that is emerging and a maturational process
Language
96
This theoretical perspective explains that infants learn language through parental reinforcement of word like sounds and correct grammar.
Behaviourist
97
This theoretical perspective explains that an innate language processor called the language acquisition device, which contains the basic grammatical structure of all human language, guides children's comprehension and production of language.
Nativists
98
This theoretical perspective explains that infants are biologically prepared to attend to language and that language development is a sub-process of cognitive development.
Interactionist
99
In the first substage of Piaget's sensorimotor stage, the infant relies upon
a. means–end behaviours to achieve his or her goals.
b. imitation of behaviours that are modelled by others.
c. built-in schemes or reflexes to respond to the environment.
d. reinforcement provided by parents to shape his or her behaviour.
C
100
In Piaget’s theory of cognitive development, a primary circular reaction involves
a. simple, repetitive actions, with each one organized around the infant’s own body.
b. repetitive actions that are oriented toward external objects.
c. dependence upon simple reflexes that are inborn in the child.
d. the intermodal coordination of sensory inputs.
A
101
According to Jean Piaget, ______________________ describe deliberate experimentation with variations of previous actions that occur in the sensorimotor period.
a. secondary circular reactions
b. principal circular reactions
c. primary circular reactions
d. tertiary circular reactions
D
102
When an infant is habituated to a display that depicts movement of an object and then is shown another display in which the object moves in a way that goes against what the infant expects to happen, the infant is likely to
a. find this situation amusing.
b. show sharply renewed interest.
c. not seem to notice the discrepancy.
d. appear distressed.
B
103
Relying on the spatiotemporal information of objects, relying on an object’s property information, and being aware of distinct kinds of objects are all ways that infants
a. individuate objects.
b. develop means–end behaviour.
c. learn to imitate.
d. develop object permanence.
A
104
An infant can learn to suck in a particular way in order to get a sweet liquid because
a. a sweet liquid is a conditioned stimulus.
b. infants are able to learn through operant conditioning.
c. sucking in a particular way is a classically conditioned response.
d. sweet liquids act as negative reinforcement.
B
105
Organizing experiences into expectancies or “known” combinations is called
a. classical conditioning.
b. schematic learning.
c. kinesthetic learning.
d. operant conditioning.
B
106
Which pair would a 7- or 8-month-old view as different categories?
a. dogs and cats
b. meats and vegetables
c. animals and foods
d. chairs and tables
C
107
Early infant memories are closely connected to the
a. positive or negative state of mind of the infant during the original experience.
b. innate ability of infants to remember events that contribute to their survival.
c. age at which the infant begins to develop language and symbolic thinking.
d. specific context in which the original experience occurred.
D
108
One of the most promising approaches to measuring infant intelligence is based upon
a. assessing the fine motor skills of young infants.
b. measuring the speed with which habituation takes place.
c. testing the baby’s reflexes shortly after birth.
d. asking parents to describe the social behaviours they observe in the infant.
B
109
“Mommy sick!” is an example of which type of language?
a. A hologram
b. A compound sentence
c. Telegraphic speech
d. Exclamatory meaning
C
110
The first sentences that children utter include many parts of speech but are usually missing
a. inflections.
b. nouns.
c. adjectives.
d. verbs.
A
111
In order to understand the meaning of a two-word sentence such as “Doggie home,” you need to
a. examine the grammatical markers in the sentence.
b. know the context in which the utterance occurred.
c. ask the child to explain what he or she means.
d. reverse the order of the words.
B
112
Which of the following statements is incorrect?
a. Babies in all cultures begin to use their first words at almost 12 months.
b. Children around the world use the same specific word order in early sentences.
c. All babies understand language before they can speak it.
d. Babies around the world coo before they babble.
B
113
According to Piaget, what kind of thinking is developed and refined during infancy?
a. primary sensory reactions
b. sensory accommodations
c. sensorimotor intelligence
d. schematic motor learning
C
114
Which statement about deferred imitation is true?
a. Nine-month-olds can defer their imitation for as long as 24 hours.
b. A 14-month-old can defer imitation for up to a week.
c. Deferred imitation doesn’t happen until at least 18 months of age.
d. The longest that a child under 14 months of age can defer imitation is 3–4 hours.
A
115
Approximately how old is an infant who has graduated from trial-and-error exploration to problem solving by thinking about solutions to tasks?
a. 18 to 24 months of age
b. 6 months of age
c. 12 to 18 months of age
d. 8 to 12 months of age
A
116
It can be said that the best thing infants learn from watching television is __________.
a. expressive language acquisition
b. object individuation skills
c. broadening of attention span
d. learning the behaviour of watching television and not much more
D
117
Darlene’s mother warms her bottle in the microwave. Whenever Darlene hears the timer on the microwave ding, she becomes excited and begins to salivate. In this case, Darlene is learning through
a. classical conditioning.
b. imitation.
c. operant conditioning.
d. modelling
A
118
A baby is crying because he wants a toy his brother is holding. After ignoring the crying for a while, the baby’s mother takes the toy from the brother and gives it to the baby to stop it from crying. The baby learns that it can get what he wants if he continues to cry. What kind of learning is taking place here?
a. imitation
b. modelling
c. classical conditioning
d. operant conditioning
D
119
Schematic learning assumes that
a. children cannot learn unless the information is organized for them.
b. babies will learn only if they are reinforced for exploring.
c. learning is sequential and orderly.
d. babies attempt to categorize their experiences.
D
120
D’Andre understands that “cats,” “fish,” and “birds” are all lower-level categories included in the superordinate category “animals.” Which concept is D’Andre beginning to grasp?
a. categorical imperative
b. classical categorization
c. categorical permanence
d. hierarchical categorization
D
121
Researchers have found that individual differences in the rate of __________ that infants display predict scores on intelligence tests later in childhood.
a. progression through the sensorimotor stage
b. acquisition of expressive language
c. habituation
d. operant conditioning
C
122
Which statement about intelligence across the lifespan is not true?
a. Intelligence is innate and therefore constant across the lifespan.
b. Intelligence can be limited by poor socioeconomic conditions.
c. Intelligence can be enhanced through early educational interventions.
d. Intelligence can be limited by exposure to environmental risks.
A
123
What does an infant’s cooing usually represent?
a. an imitation of adult intonations
b. a state of pleasure
c. that the first word is imminent
d. his need for parental attention
B
124
A child’s ability to understand a word that is spoken before she can say the word is called
a. innate vocalization.
b. receptive language.
c. expressive language.
d. imitation.
B
125
Geraldo has recently begun using holophrases. Which language development phase will he enter next?
a. Expressive language
b. Babbling
c. Gestures
d. Naming explosion
D
126
Inflections are
a. informal rules for turn-taking that speakers follow.
b. changes in pitch.
c. grammatical markers.
d. the special features of language that adults use when they speak to infants.
C
127
With regard to culture and language development, which statement is false?
a. Turkish infants do not exhibit telegraphic speech.
b. The word order in infants’ telegraphic speech is the same in all cultures.
c. In young infants in all cultures, receptive vocabulary is larger than expressive vocabulary.
d. Cooing, babbling, and holophrases appear in the same order in all cultures.
B
