DEVELOPMENTAL PSYCHOLOGY (CHAP 4)

Question 1

are mental categories of related events, objects, and
knowledge.

psychological
structures that organize experience

Answer 1

Schemes

Question 2

• According to Piaget, taking in information that is compatible with what one already
  knows. Imagine a baby who has the familiar grasping scheme. She will soon discover that the
  grasping scheme also works well on blocks, toy cars, and other small objects.

Answer 2

Assimilation

Question 3

changing existing knowledge based on new knowledge. Soon
the
infant learns that some objects can only be lifted with two hands and that some can’t be lifted at all.
Changing the scheme so that it works for new objects (e.g., using two hands to grasp heavy objects)
illustrates accommodation

Answer 3

Accommodation

Question 4

A process by which children reorganize their schemes to return to a state of
equilibrium when
disequilibrium occurs. Disequilibrium occurs when children discover that their current schemes are
not adequate because they are spending too much time accommodating and much less time
assimilating.

Answer 4

Equilibration

Question 5

• from birth to roughly 2 years of age, is the first of Piaget’s four periods of cognitive development

Answer 5

Sensorimotor Thinking

Question 6

reflexes are first modified by experience

Answer 6

1 and 4 months

Question 7

infants become active experimenters

Answer 7

about 12 months

Question 8

understanding, acquired in infancy, that objects exist independently of oneself

Answer 8

Object permanence

Question 9

infants have full understanding of object

permanence.

Answer 9

approximately 18 months

Question 10

difficulty in seeing the world from another’s outlook

Answer 10

Egocentrism

Question 11

• They may even credit inanimate objects with life and lifelike properties

A preschool child may think that the sun is unhappy on a cloudy
day or that a car hurts when it’s in an accident

Answer 11

Animism

Question 12

narrowly focused thought that characterizes

preoperational youngsters.

Answer 12

Centration

Question 13

Child believes that people see the world as he or she does

Answer 13

Egocentrism

Question 14

Child focuses on one aspect of a problem or situation but ignores other relevant aspects

Answer 14

Centration

Question 15

Child assumes that an object really is what it appears to be

Answer 15

Appearance as reality

Question 16

• mental and neural structures that are built-in and that allow the mind to operate

Answer 16

Mental hardware

Question 17

mental “programs” that are the basis for performing particular tasks

Answer 17

Mental software

Question 18

processes that determine which information will be processed further by an individual

Answer 18

Attention

Question 19

An individual views a strong/unfamiliar stimulus &changes in heart rate and brainwave activity occur

Answer 19

Orienting response

Question 20

• becoming unresponsive to a stimulus that is presented repeatedly

Answer 20

Habituation

Question 21

a form of learning that involves pairing a neutral stimulus and a response
originally
produced by another

Answer 21

Classical conditioning

Question 22

• view of learning, proposed by B. F. Skinner, that emphasizes reward and
  punishment

Answer 22

Operant conditioning

Question 23

Older children, adolescents, and young adults learn much simply by watching others behave.

Answer 23

Imitation

Question 24

refers to people’s

memory of the significant events and experiences of their own lives.

Answer 24

Autobiographical Memory

Question 25

most youngsters know some number words and have begun to count.

Answer 25

2 years of age

Question 26

There must be one and only one number name for each object that is counted.

Answer 26

One-to-one principle

Question 27

Number names must be counted in the same order. A child who counts in the
same sequence—for example, consistently counting four objects as “1, 2, 4, 5”—shows understanding
of this principle.

Answer 27

Stable-order principle

Question 28

The last number name differs from the previous ones in a counting sequence by
denoting the number of objects

Answer 28

Cardinality principle

Question 29

mutual, shared understanding among participants in

an activity

Answer 29

Intersubjectivity

Question 30

cognitive growth results from

children’s involvement in structured activities with others who are more skilled than they.

Answer 30

Guided Participation

Question 31

e area between the level of performance a child can achieve when working independently
and a higher level of performance that is possible when working under the guidance or direction of
more skilled adults or peers

Answer 31

Zone of Proximal Development

Question 32

is a style in which teachers gauge the amount of assistance they offer to match the learner’s needs.

Answer 32

Scaffolding

Question 33

a child’s comments that are not intended for others but are designed instead to help regulate the
child’s own behavior

Answer 33

Private speech

Question 34

Vygotsky’s term for

thought

Answer 34

inner speech

Question 35

The basic building blocks of language which are unique sounds that can be joined to create
words.

Answer 35

Phonemes

Question 36

speech that adults use with infants that is slow and has exaggerated changes in pitch and volume;

Answer 36

Infant-Directed Speech

Question 37

Infant-Directed Speech also known as

first noted in mothers, although it’s now known that most caregivers talk this way to infants.

Answer 37

motherese

Question 38

early vowel-like sounds that newborns or babies produce such as “ooooooo” or “ahhhhhh”

Answer 38

Cooing

Question 39

speechlike sounds that consist of vowel– consonant combinations;

Answer 39

Babbling

Question 40

a child’s connections between words and referents that are made so quickly that he or she cannot
consider all possible meanings of the word.

Answer 40

Fast Mapping

Question 41

Parents encourage word learning by carefully watching what interests their children. When toddlers
touch or look at an object, parents often label it for them. When a youngster points to a banana, a
parent may say, “Banana, that’s a banana.”

Answer 41

Joint Attention.

Question 42

Children hear many unfamiliar words embedded in sentences containing words they already know.
The other words and the overall sentence structure can be helpful clues to a word’s meaning

Answer 42

Sentence Cues

Question 43

A common mistake is underextension, defining a word too narrowly

Answer 43

Underextension

Question 44

defining a word too broadly

Answer 44

Overextension

Question 45

the ability to remember speech sounds briefly; an important skill in
acquiring vocabulary.

Answer 45

Phonological memory

Question 46

When infants learn two languages simultaneously, they often progress somewhat slowly at first.

Answer 46

Bilingualism

Question 47

• language-learning style of children whose vocabularies are dominated by names
  of objects, persons, or actions

Answer 47

Referential style

Question 48

• language-learning style of children whose vocabularies include many social
  phrases that are used like one word.

Answer 48

Expressive style

Question 49

• speech used by young children that contains only the words necessary to
  convey a message

Answer 49

telegraphic speech

Question 50

words or endings of words that make a sentence grammatical

Answer 50

grammatical morphemes -

Question 51

Sometimes children apply rules to words that are exceptions to the rule, errors
grammatical usage that results from applying rules to words that are
exceptions to the rule

Answer 51

overregularizations