Chapter 7: Physical and Cognitive Development in Early Childhood Flashcards

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1
Q

Repeated urination in clothing or in bed.

A

enuresis

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2
Q

Physical skills that involve the large
muscles.

A

gross motor skills

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2
Q

Piaget’s term for ability to use mental
representations (words, numbers, or
images) to which a child has attached
meaning.

A

symbolic function

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2
Q

Increasingly complex combinations of
skills, which permit a wider or more
precise range of movement and more
control of the environment.

A

systems of action

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3
Q

Preference for using a particular hand

A

handedness

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3
Q

In Piaget’s theory, the second major
stage of cognitive development, in
which symbolic thought expands but
children cannot yet use logic.

A

preoperational stage

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3
Q

pretend play
Play involving imaginary people and
situations; also called fantasy play,
dramatic play, or imaginative play.

A

pretend play

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3
Q

Physical skills that involve the small
muscles and eye-hand coordination.

A

fi ne motor skills

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4
Q

Tendency to attribute life to objects that
are not alive.

A

animism

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4
Q

Piaget’s term for a preoperational
child’s tendency to mentally link partic-
ular phenomena, whether or not there
is logically a causal relationship

A

transduction

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5
Q

In Piaget’s theory, the tendency of
preoperational children to focus on one
aspect of a situation and neglect others.

A

centration

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6
Q

In Piaget’s terminology, to think simulta-
neously about several aspects of a
situation.

A

decenter

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6
Q

Piaget’s term for inability to consider
another person’s point of view; a char-
acteristic of young children’s thought.

A

egocentrism

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7
Q

Piaget’s term for a preoperational child’s
failure to understand that an operation
can go in two or more directions.

A

irreversibility

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7
Q

Awareness and understanding of
mental processes.

A

theory of mind

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7
Q

Piaget’s term for awareness that two
objects that are equal according to a
certain measure remain equal in the
face of perceptual alteration so long as
nothing has been added to or taken
away from either object.

A

conservation

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8
Q

Retention of information in memory for
future use.

A

storage

8
Q

Process by which information is
prepared for long-term storage and
later retrieval.

A

encoding

9
Q

Process by which information is
accessed or recalled from memory
storage.

A

retrieval

10
Q

Initial, brief, temporary storage
of sensory information.

A

sensory memory

11
Q

Short-term storage of information being
actively processed.

A

working memory

11
Q

In Baddeley’s model, element of
working memory that controls the
processing of information.

A

central executive

11
Q

Storage of virtually unlimited capacity
that holds information for long periods.

A

long-term memory

12
Q

Conscious control of thoughts,
emotions, and actions to accomplish
goals or solve problems.

A

executive function

13
Q

Ability to reproduce material from
memory.

A

recall

14
Q

Ability to identify a previously encoun-
tered stimulus.

A

recognition

15
Q

Memory that produces scripts of familiar
routines to guide behavior.

A

generic memory

16
Q

General remembered outline of a
familiar, repeated event, used to guide
behavior.

A

script

17
Q

Long-term memory of specifi c
experiences or events, linked to time
and place.

A

episodic memory

18
Q

Model, based on Vygotsky’s sociocultural
theory, that proposes children construct
autobiographical memories through
conversation with adults about shared
events.

A

social interaction model

18
Q

Memory of specifi c events in one’s life.

A

autobiographical memory

19
Q

Individual intelligence tests for ages
2 and up used to measure fl uid
reasoning, knowledge, quantitative
reasoning, visual-spatial processing,
and working memory.

A

Stanford- Binet Intelligence Scales

20
Q

Individual intelligence test for children
ages 2½ to 7 that yields verbal and
performance scores as well as a
combined score.

A

Wechsler Preschool and Primary Scale
of Intelligence, Revised (WPPSI-IV)

21
Q

Vygotsky’s term for the diff erence
between what a child can do alone and
what the child can do with help.

A

zone of proximal development (ZPD)

21
Q

Temporary support to help a child
master a task.

A

scaff olding

21
Q

Process by which a child absorbs the
meaning of a new word after hearing it
once or twice in conversation.

A

fast mapping

22
Q

Speech intended to be understood
by a listener.

A

social speech

22
Q

The practical knowledge needed to use
language for communicative purposes.

A

pragmatics

23
Q

Talking aloud to oneself with no intent
to communicate with others.

A

private speech

23
Q

Preschoolers’ development of skills,
knowledge, and attitudes that underlie
reading and writing.

A

emergent literacy