Chapters 3 & 4

Question 1

Assimilation

Answer 1

Fitting new information to existing knowledge

Question 2

Accommodation

Answer 2

Changing knowledge structures to fit what is new

Question 3

Piaget

Answer 3

Saw children as active learners. Researched infants (birth to two years), so they were non-verbal, research was observational. Made inferences from motor interactions with the environment.

Question 4

Adaptation

Answer 4

The combination of assimilation and accommodation

Question 5

Sensorimotor Stage

Answer 5

Infant cognition

Question 6

Understanding objects (Sensorimotor)

Answer 6

Object concept requires inter-sensory integration, representational thought, both aspects possible in the first weeks of life. They can identify where source of nutrients comes from, faces they’ve had prolonged exposure to.

Question 7

Remembering (Sensorimotor)

Answer 7

Recognition ability present at birth. They have recall at about 9 or 9 months. “When I need my immediate needs met, what do I do?”

Question 8

Preoperational Stage

Answer 8

Preeschoolers. Understanding of right and wrong.

Question 9

Understanding numbers (Preoperational)

Answer 9

Can adhere to one-to-one principle and order-irrelevance principle in counting. Skills emerge gradually, increase breadth and depth; exploration and practice is critical.

Question 10

Perspective Taking (Preoperational)

Answer 10

Understanding the mind. Young children centered on own perspective. Gradual progression in perspective-taking skill

Question 11

Understanding Symbolic Artifacts (preoperational)

Answer 11

Can use and understand symbolic artifacts. Use of words as symbols less difficult. Often the symbolic artifact is soothing (blanket, pacifier, thumb)

Question 12

Language Development

Answer 12

Language acquisition is a complex process that requires learning several related systems: phonology, semantics, syntax or grammar, pragmatics. Quantity and quality of language experience is critical to learning.

Question 13

Phonology

Answer 13

The sound system of the language. (Like the video of the little boy “talking” with his dad. He understands how its supposed to sound, just not words or sentences)

Question 14

Pragmatics

Answer 14

How to use language effectively to communicate. It takes work to understand

Question 15

Vgotsky

Answer 15

Emphasis on role of culture, society in transmitting knowledge, studying the “child-in-context”
Often presented as a counterpoint to Piaget, but differs more in emphasis than content.

Question 16

Zone of Proximal Development

Answer 16

There’s a zone of proximal development in which learning is possible only with support or scaffolding (e.g., different methods or tools to learn numbers, alphabet, etc) by others with more experience.

Question 17

Stroufe’s orthogenetic theory

Answer 17

Early emotional expressions are precursors of more mature emotions. Later emotions depend on cognitive developments

Question 18

Social Referencing

Answer 18

Older infants begin to engage in this. Basing emotional reactions to caregivers’ behaviors. Caregivers scaffold the development of emotion regulation

Question 19

Ainsworth attachment patterns

Answer 19

He created the Strange Situation Test and systematically assessed attachment quality. Securely attached (B babies), Anxious Ambivalent insecurely attached (C), Avoidant insecurely attached (A).
Mothers of securely attached babies provide consistent, sensitive care. Mothers of insecurely attached babies are more likely to be insensitive

Question 20

Secure Attachment

Answer 20

Mothers provide consistent, sensitive care. Show distress when separated from the mother, but greet her happily on her return, usually reaching up happily to be held. Once reassured by her presence they go off to explore

Question 21

Anxious-Ambivalent Insecurely

Answer 21

Insecurely attached (C). Show signs of having a special pattern of behavior vis-a-vis their mothers, but their attachments seem insecure, often laced with high levels of anxiety, as though the infant cannot quite achieve a sense of security and ease even when the mother is available. Quite distressed when separated. sometimes don’t even explore at all. They may act angry, alternately approaching and resisting mom, or they may respond listlessly to her efforts to comfort when she returns. Rarely return to exploration after a separation.

Question 22

Avoidant Insecurely

Answer 22

Don’t cry when separated. Actively avoid or ignore her when she returns. Often appear unemotional during the episodes of separation and reunion. Other studies indicate their heart rates are as elevated as other babies’ during separation. Their heart rates remain elevated for long periods after mothers return.

Question 23

Reactive Attachment Disorder

Answer 23

Characterized by highly disturbed and inappropriate social relatedness not due to other mental disorders. Result from grossly pathological early caregiving, possibly extreme child abuse, severe neglect, or frequent changes in caregivers. Treatment concerns: controversial popular treatments (e.g., rate-reduction, holding therapy) often involving physical constraint and coercion.