Chapter 5: Cognitive Development in Infancy and Toddlerhood

Question 1

Sensorimotor stage

Answer 1

(0-2 years) Infants/toddlers ‘think’ with eyes, ears, hands, and mouths

Question 2

Schemes

Answer 2

Specific psychological structures, organized ways of making sense of experience

Question 3

Adaptation

Answer 3

Building schemes through direct interaction with the environment

Question 4

Assimilation

Answer 4

Use our current schemes through direct interaction with the external world (A child grabbing his favorite toy, grabs a new toy with ‘grab and thrust schema’ but applies it to the new object)

Question 5

Accommodation

Answer 5

Create new schemas, changing old ones to fit new experiences (equilibrium v disequilibrium)

Question 6

Organization

Answer 6

Internal process that links schemas to create cognitive system

Question 7

Circular reaction

Answer 7

Infants adapting to their first schemas through repetition ex: infant accidentally makes smacking noise while eating, repeats action enough to become expert at smacking

Question 8

Intentional (goal directed) behavior

Answer 8

Coordinating schemas deliberately to solve simple problems (Ex: pushing obstacle schema and grasping object schema combine to help a baby find a hidden toy)

Question 9

Object permanence

Answer 9

Understanding that objects continue to exist when out of sight

Question 10

Deferred imitation

Answer 10

6 months, the ability to remember and copy the behavior of models who aren’t present

Question 11

Make-believe play

Answer 11

children act out everyday and imaginary events

Question 12

Mental representation

Answer 12

internal depictions of info the mind can manipulate

Question 13

Violation-of-expectation model

Answer 13

Babies are habituated to a physical event and follow it with an unexpected event to test their ability to separate a deviation from the physical world with reality (carrot test)

Question 14

Inferred imitation

Answer 14

18 months, can infer others intentions (toddlers imitate actions an adult tries to produce, even if these are not fully realized)

Question 15

Displaced reference

Answer 15

realization that words can be used to cue mental images of things not physically present (knowing that pics of objects and that object are the same, “blicket”)

Question 16

Core knowledge perspective

Answer 16

Babies are born with a set of innate knowledge systems or core domains of thought, prewired under

Question 17

Video deficit effect

Answer 17

Poorer performance after a video than a live demonstration

Question 18

Core knowledge perspective

Answer 18

Babies are born with a set of innate knowledge systems or core domains of thought , prewired understandings permit a grasp of new info to support rapid development

Question 19

Piaget’s Legacy

Answer 19

1. Many cognitive stages of infancy aren’t abrupt and stagelike but gradual and continuous
2. Aspects of infant cognition change unevenly

Question 20

General model of info. processing

Answer 20

1. Sensory register- sights and sounds are briefly held in mind while also trying to monitor or manipulate those items
2. Short-term memory store retain attended-to information briefly so we can actively work on it to reach our goals

Question 21

Central executive

Answer 21

Manages cognitive systems activities by directing the flow of info, implementing basic procedures, and engaging in more sophisticated activities

Question 22

Automatic processes

Answer 22

So well-learned they require no space in working memory and permit us to focus on other info while performing it

Question 23

Long-term memory:

Answer 23

Permanent knowledge base

Question 24

Executive function

Answer 24

Diverse cognitive operations and strategies that enable us to achieve our goals in challenging situations

Question 25

Recognition

Answer 25

Noticing when a stimulus is identical or similar to one previously experienced

Question 26

Recall

Answer 26

Involves remembering something not present

Question 27

Infantile amnesia

Answer 27

Most of us cant recall info before age 3

Question 28

Autobiographical memory

Answer 28

Personally meaningful one-time events

Question 29

Zone of proximal development

Answer 29

A range of tasks too difficult for a child to do alone but possible with the help of more skilled parents

Question 30

Intelligence quotient

Answer 30

indicates the extent to which the raw score (number of items passed) deviates from the typical performance of same-age individuals

Question 31

Standardization

Answer 31

Giving the test to a large, representative sample and using the results as the standard for interpreting scores

Question 32

Normal distribution

Answer 32

Bell curve

Question 33

Home observation for measurement of the environment

Answer 33

Checklist for gathering info about the quality of a children’s home life through observation and parental interview

Question 34

Developmentally appropriate practice

Answer 34

These standards specify program characteristics that serve young children’s developmental and individual needs

Question 35

Language Acquisition device

Answer 35

An innate system that contains a universal grammar set of rules common to all languages to understand and speak in a rule-oriented fashion

Question 36

Cooing

Answer 36

Vowel like noises (2 months)

Question 37

Babbling

Answer 37

consonant-vowel combinations (babababa) 6 months

Question 38

Joint-attention

Answer 38

The child attends to the same object or event as the caregiver

Question 39

Underextension

Answer 39

Applying words too narrowly

Question 40

Overextension

Answer 40

Applying a word to a wider collection of objects and events than appropriate

Question 41

Telegraphic speech

Answer 41

2 word utterances (toddlers, 16+ months)

Question 42

Infant directed speech

Answer 42

A form of communication with short sentences, high-pitched, exaggerated expression, clear pronunciation with short sentences, distinct pauses between speech segments, and repetition of new words in a variety of contexts