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Child devel. > Chapter 9 - Cognitive Devel. in Preschoolers > Flashcards

Chapter 9 - Cognitive Devel. in Preschoolers Flashcards

1
Q

many 4 year olds theories of biology include what 5 elements

A

movement
growth
internal parts
inheritance
healing

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2
Q

what do preschoolers understand about movement

A

that animals can move themselves but inanimate objects can be moved only by other objects or people

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3
Q

what do children understand about growth

A

from first appearance animals get bigger and physically more complex but that inanimate objects do not change in this way

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4
Q

what do 4 year olds know about internal parts

A

blood and bones are more likely to be inside an animate object but that cotton and metal are more likely to be inside an inanimate object

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5
Q

what do children realize about inheritance

A

only living things have offspring that resemble their parents

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6
Q

what do 4 year olds understand about healing

A

animate things, when injured, heal by regrowth whereas inanimate things, whne broken must be fixed by humans

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7
Q

what is a common misconception of preschoolers biolody theory

A

adopted children will physically resemble their adoptive parents

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8
Q

what is a theory of mind

A

persons understanding of the relations between mind and behviour

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9
Q

what is the 1st phase of a preschoolers theory of mind

A

2 years old
-aware of desires and often speak of their wants and likes
-alsoc link their desires to their behaviour
-understand that they and other people have desires and that desires are related to behaviour

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10
Q

what is the second phase of a preschoolers theory of mind

A

3 years old
-clearly distinguish the mental world from the physical world
-use mental verbs like think, believe ect.
-usually emphasize desires when trying to exlain why people act as they do
-become capable of lying to cover up bad behaviour

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11
Q

what is the 3rd phase of a preschoolers theory of mind

A

4 years old
-mental states take center stage in childrens understanding of their own and others actions
-understanf that their own and others behaviour is absed on their beliefs about events and situations, even when those beliefs are wrong

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12
Q

what is necassary for a child to engage in pretend play with other children

A

theory of mind

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13
Q

deficits in pretend play for children with autism may be linked to what

A

deficits in theory of mind

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14
Q

theory of mind deficits may be due to difficulties in what

A

executive functinoing present early in life
-childs ability to engage in intentional, self-regulated behaviours

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15
Q

what have some researchers noticed in children with autism that could potentially disrupt information processing

A

white matter abnormalities
-particurlarly across the corpus callosum

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16
Q

what are false belief tasks

A

situation is set up so that the child being tested has accurate info but someone else does not

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17
Q

what plays a role in developing theory of mind and describe

A

counterfactual thinking
-persons understanding that a situation or fact is counter or opposite to reality

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18
Q

age relate improvements in reasoning and problem solving can be linkged to childrens continuous improvements in what

A

information processing asa well as increased retention of information in working memory

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19
Q

in information processing what is attention

A

process by which we select info to be processed further

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20
Q

when does attention improve in child development

A

preschool years

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21
Q

although preschool children are more attentiv than younger children, what do they struggle with

A

spent less than half the time in a state of focused attention

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22
Q

why does attention usually improve with age

A

-older children are more likely to remind themselves to pay attention
-more liekly to have picked up on some strategies for improving their attention

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23
Q

in attention, what is a strategy that improves accuracy and efficiency in making comparisons

A

systemic comparison

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24
Q

when children are able to observe the gestures and eye gaze of an adult along with hearing a new word, what can they figure out

A

what the word might mean

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25
Q

where does autobiographical memory originate

A

in preschool years whne parents encourage children to think about the past by asking them to recall recent events

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26
Q

when parents reminisce about events in a highly elaborate manner, asking many questions with new info contained in them and discussing childrens responses, their children tend to what

A

remember those events in mroe ocmplex detail when they recall them later

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27
Q

what is the one to one principle

A

must be one and only one number name for each object that is counted
ex: counts 3 objects as 1, 2, a
-number of numbr words matches the number of objecys

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28
Q

what is the stable order principle

A

number names must be counted in same order
ex: 1, 2, 3, 4, 5

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29
Q

what is the cardinality principle

A

last number name differs from previous ones in a counting sequence by denoting the number of objects in a set
ex: reveal understanding of this principle by repeating the last number name, often with emphasis “1, 2, 4, 8, EIGHT”

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30
Q

during when do children master the counting principles

A

in preschool years

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31
Q

if a child has mastered all the counting principles, will they always count correctly

A

no
-must mast conventional seuquence of number names and counting principles to count accurately

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32
Q

why do childre stop counting at a numbre ending in 9

A

cause dont know the next decade name

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33
Q

learning to count beyond 10 is more complicated in what language

A

english

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34
Q

whta 3 language number systems are almost perfectly regularly

A

chines
japanese
korena

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35
Q

preschoolers abilitty to perform simple arithmetic operations is affected by what

A

information they are able to hold in working memory

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36
Q

what else can affect a childs learning int erms of counting and early reading skills

A

temperament

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37
Q

a childs processing speed supports greater ability in working memory which may have a direct impact on what

A

ability to engage in inductive reasoning

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38
Q

how does piaget and neo-piagetian theorists describe childrens developmental journey

A

as one they make alone

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39
Q

Kessen pointed out that what should be avoided in theory and research in child development

A

seeing child as a unit of analysis seperate from other people and culture

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40
Q

how did vygotsky see development of c hild

A

social relationship through which children collaborate with others who are more experienced

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41
Q

vygotsky believes that for children, learning arises when what

A

oiut of their interactions with their caregivers

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42
Q

why are vygotskys ideas imporant

A

fill some gaps in the piagetian and neo-piagetian accounts

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43
Q

what were vygotskys 2 primary contributions to field of psych

A

socio-cultural theory of cognitive developent
-his support for a theory of disability

44
Q

what is zone of proximal development

A

difference between what a child can do without support of experienced caregiver and what the child can do with the support

45
Q

what is scaffolding

A

teaching style that matches the amount of necessary assistance to the learners needs
-giving help but not more than is needed

46
Q

what is private speech in vygotsky theory

A

comments not directed ot tohers but that help children regulate their own behaviour
-talk to themselves while playing

47
Q

what is vygotskys term for thought

A

inner speech

48
Q

when will a child use private speech most

A

on difficult tasks rather than easy oens

49
Q

deaf children with deaf mothers tended to use what type of private speeach compared to those who did not

A

more sophisticated an mature form

50
Q

what are 3 theories that help understanding cognition through thte preschool years

A

piagets
information processing
vygotskys wokr

51
Q

children learn words more rapidly if their parents do what

A

parents speak to them often

52
Q

when parents carefully describe pictures as they read and askingchildren questions, how does this impact the childs vocabulry

A

increases

53
Q

why is questinoing effective when it comes to a childs vocabulary

A

must match the new word with the pictured activity, and say word aloud
-when not asking questions, children can ignore words they dont understand

54
Q

children are most likely to learn new words when what

A

they participate in activties that force them to understnad the meanings of the new words and use those new words

55
Q

bilingual preschoolers are more liekly to what

A

-understand that the printed form of a word is unrelated to the meaning
-understand that words are simply arbitrary symbols
-do better on tasks of selective attention and tasks requiring complex information processing along with fast reaction time

56
Q

french speaking preschoolers performed more poorly on what tasks

A

counting and number recognition

57
Q

when it comes to recalling word and cognitive control, monologue or bilingual chilren are better

A

monologue: word recall
bilingual: cognitive control

58
Q

what are the 6 principles for supporting second language learning in children

A

-learn what they hear most
-learn words for things and events that interest them
-interactive and responsive rather than passive contexts promote language learning
-learn new words best in meaningful contxts
-need to hear diverse exmamles of words and language structures
-vocabulary and grammatical development are reciprocal processes

59
Q

what is telegraphic speech

A

talk consisting only of words directly relevant to meaning such as important verbs and nouns

60
Q

what are the 9 possible components of words to express meaning during two word stage

A

agent (person)
action
possesor (my, your)
possesion
object
location
entity (when describing something about an object, this refers to the object)
demonstrative (that)
attribute

61
Q

what are grammatical morphemes

A

words or endings of words that make a sentence grammatical

62
Q

childrens use of grammatical morphemes is based on what and not jsut memory for individual words

A

growing knowledge of grammatical rules

63
Q

what is overregularization

A

applying rules to words that are exceptions to the rule

64
Q

children know general rule in grammar but not what

A

all th ewords that are excpetions of s specfic rule

65
Q

what is one of the first gramamtical morphemes children master

A

rule for plurasl - to add s

66
Q

in context of grammar, by the end of rpeschool years, children have typically mastered what

A

most of the rules that govern grammatical morphemes

67
Q

most childrens sentences are what

A

novel

68
Q

when children adult sentences, they do not what

A

imitate adult gramar

69
Q

according to the view that if grammatical rules are not acquired throguh imitation and reinformcent, perhaps children are born with mechanisms that simplify the task they are born with what

A

neural circuits that allo them to infer grammar of language they hear
-processes that guide the learning of grammar

70
Q

what is brocas are

A

region in left frontal cortex necessary for combining words into meaningful sentences

71
Q

if grammar is learned solely through imiataion and reifnorcemnt then it should be possible for what

A

teach rudimentary grammar to nonhumans

72
Q

what have chimpanzes mastered when it comes to human language

A

only simply grammatical rules governing 2 word speech
-with intensive and sustained effort (completely unlike preschool chidlrens automatic learning)

73
Q

when is the critical period for learning language if it is not mastered during this time what

A

birth to 12 years
-never truly master language later

74
Q

individuals master grammar of a foreign language at level of a native speaker only if they are what

A

exposed to language prior to adolescence

75
Q

in order for people to be able to master a language as well as a native born speaker, they must start to learn ti prior to what age

A

10

76
Q

what is the semantic bootstrapping hypothesis

A

children rely upon their knowledge of word meanings to discover grammatical rules

77
Q

majority of childrens errors in grammar are go what

A

uncorrected by parents

78
Q

to help children with taking turns when it comes to communicating what do they do

A

carry both sides of a conversation to demonstrate how the roles of speaker and listener alternate

79
Q

how do preschool children seem to interprest the lack of response

A

didnt hear me so ill say it again louder

80
Q

when is the first deliberate attempt to communicate

A

around 10 months

81
Q

what are toddlers first convos about

A

themselves

82
Q

how do preschoolers formulating a clear message

A

-senstive to importance of audience
-give mroe elaborate messages to listeners who are unfamiliar with topic

83
Q

full day kindergarten in canda may not have what

A

long term benefitr for as many children as anticipated
-positive outcomes limitied to better numeracy skills in girls from low-income areas

84
Q

what is a benefit of full day kindergarten

A

large cost saving for famikly instead of paying for daycare

85
Q

in china, what do parents want from preschools

A

emphasize academic preperation

86
Q

in japan what do parents want from preschools

A

learn value of being a good group member

87
Q

in creayin preschool programs, many childhood educators have found what theory to be a rich source of ideas

A

piagets

88
Q

the ebst teaching experieneces are slightly what

A

ahead of the childrens current skills

89
Q

teachers should encourage children to look at the consistency of their thinking but let children tak the lead in qhat

A

sortin out the inconsistencies

90
Q

children who graduate from programs that embrace most of NAEYC or CAYC guidlines tend to what

A

be better prepared for kindergarten and grade 1
-behaviour in classroom more appropriate and work harder and do beter in school

91
Q

Head start graduates are less likely to what

A

repeat grade level or be placed in special education classes

92
Q

head start graduates are moer likely to what

A

graduate from highschool

93
Q

preschoolrs who watched childrens television sesame street in 1969 were more what

A

proficient at the targeted academic skills than those who watched it infrequently
-also adjusted to school more readily

94
Q

does seasme street remain effective

A

yes

95
Q

which are prtrayed more frequently in tv shows,p prosocial or agressive behaviours

A

agressive

96
Q

because of tv prigrams consist of many brief segments presented inr apid succession children who watch a lot develop what

A

short attention spans and have difficulty concentrating in school

97
Q

researchers have found evidence for connections between early media exposure and what in children

A

attentional problems

98
Q

because tv provides ready made, simple to interpret images, children who watch a lot become what

A

passive, lazy thinkers who are less creative

99
Q

are the criticisms of tv consistently supported by reasearch

A

no

100
Q

in reality tv viewing does not lead to reduced attentin, greater impulsisvity, reduced task persistence or increased activity lvele, tru or false

A

ture

101
Q

s study reported connection between watching 3 or mor hours of television per day with what

A

attention problems in adolescence

102
Q

many studies found no link between amount of tv viewing and what

A

creativity

103
Q

what is one idea as to why negative effects of children watching tv are not found more consistently

A

effects may depend on what programs children watch and not simply how much they watch

104
Q

si there strong evidence that exists that tv wathching has harmful effects on childrens ocgnition

A

no

105
Q

extended televions watching promotes what

A

-obesity
-detracts from physical activity
-reduces face to face time with children and adults

106
Q

television watching should be discouraged in children under what age

A

2

Child devel. (13 decks)

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