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child development > exam 2 > Flashcards

exam 2 Flashcards

1
Q

Piagetian

A

nature and nurture, continuity/ discontinuity, the active child

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2
Q

Information processing

A

nature and nurture, how change occurs

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3
Q

Core knowledge

A

nature and nurture, continuity/ discontinuity

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4
Q

Sociocultural

A

nature and nurture, influence of sociocultural context, how change occurs

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5
Q

dynamic systems

A

nature and nurture, the active child, how change occurs

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6
Q

Piagets theory

A

best known cognitive development thoery

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7
Q

Piaget believes that children

A

are mentally active at the moment of birth and that their mental and physical activity both contribute to their development

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8
Q

Piaget is a

A

constructivist

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9
Q

Piaget thinks children learn some lessons on their own t/f

A

TRUE

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10
Q

Piaget thinks children are intrinsically motivated to learn t/f

A

true

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11
Q

three types of continuity

A

assimilation, accommodation, equilibration

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12
Q

Assimilation

A

when people incorporate incoming information into concepts they already understand.

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13
Q

Accommodation

A

people improve their current understanding in response to new experiences

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14
Q

Equilibration

A

people balance assimilation and accommodation to create a stable understanding

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15
Q

Disequilibrium

A

when new information makes people realize their understanding is inadequate

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16
Q

Qualitative change

A

children of different ages think in different ways

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17
Q

Broad applicability

A

thinking characteristic of each stage influences children’s thinking across diverse topics and contexts

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18
Q

Brief transitions

A

before entering a new stage children pass through a brief transitional period in which they fluctuate between the type of thinking characteristic of the new, more advances stage and the type of thinking characteristic of the old, less advanced one

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19
Q

Invariant sequence

A

everyone progresses through the stages in the same oder without skipping any of them

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20
Q

Piaget’s four stages of cognitive development

A

sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

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21
Q

sensorimotor stage

A

Birth to 2 years, learn through senses
object permanence
A not B error

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22
Q

Object permanence

A

children’s ability to know that objects continue to exist even though they can no longer be seen or heard

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23
Q

Preoperational stage

A

2- 7 years, internal representations
some new abilities and limitations
developing symbolic representation

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24
Q

Egocentrism

A

inability to put themselves in someone else’s shoes

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25
Q

Centration

A

stuck on one detail

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26
Q

Conservation concept

A

they don’t have a way of putting things, they do not understand reasoning
example: animal cookies

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27
Q

Concrete stage

A

7-12 years, can think logically
reasoning develops
can solve conservation problems

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28
Q

Formal operational stage

A

12+ years
reasoning
can think abstractly and hypothetically
can image other worlds
attainment of the formal operational stage is not universal

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29
Q

Child as scientist

A

intrinsically motivated to learn, active learner

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30
Q

Development is discontinous and occurs in

A

hierarchical stages

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31
Q

symbolic representation

A

the use of one object, word, or thought to stand for another

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32
Q

Information process theory

A

The mind is like a computer
example: terminator

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33
Q

task analysis

A

identification of goals needed to perform the task

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34
Q

Simon and klahr

A

computer simulation part of the information process theory

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35
Q

Information process theory- emphasis on thinking as a process that

A

occurs over time

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36
Q

Problem solving

A

klahrs analysis- involves strategies for overcoming obstacles and attaining goals

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37
Q

Problem solving sequence

A

goal- obstacle- strategy

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38
Q

Working memory

A

actively attending to, maintaining, and processing information
example: a child being told they were going to be asked questions about a story being told to them
foundational
everything requires working memory
will disappear if not rehearsed

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39
Q

information process theory- cognitive change

A

is continous

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40
Q

information process theory- Cognitive development is driven by

A

improvements in processing speed, memory, and strategies

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41
Q

Long term memory

A

knowledge that people accumulate over their lifetime
unlimited storage
can potentially stay forever
you have to pull long term knowledge into working memory to recall it

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42
Q

Sensory memory

A

Sights, sounds,
first stop in the mind

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43
Q

most used frequently used mental activites

A

basic processes- includes associating, recognizing, recalling, and generalizing

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44
Q

Encoding

A

representation in memory of specific features of objects and events

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45
Q

If memory is not encoded it is not

A

remembered later

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46
Q

utilization deficiency

A

being able to grasp something and use it

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47
Q

Selective attention

A

process of intentionally focusing on the information that is most relevant to the current goal

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48
Q

overlapping waves theory

A

children use a variety of approaches to solve such problems

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49
Q

Analogical reasoning

A

rudimentary form emerges around age 1 but is limited
example: jack in the box

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50
Q

Dynamic systems theory

A

example: horse walking into trotting

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51
Q

dynamic

A

change over time

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52
Q

system

A

many elements that interact in a complex but lawful way

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53
Q

goal of DST

A

explain how behavior changes through time

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54
Q

Core knowledge theory

A

less radical form of nativism

55
Q

Nativist

A

think babies are born with knowledge and can acquire more

56
Q

Core knowledge is similar to

A

Piaget

57
Q

Core knowledge believes that children

A

have cognitive abilities that allow them to learn

58
Q

CK theorist

A

are interested into numbers, language, plants, animals, and people

59
Q

difference in core knowledge theorist and Piaget

A

core knowledge think not only children are born with innate capabilities but also know how to increase their understanding of all types of content

60
Q

language is another domain in which who think children have this knowledge

A

core knowledge theorists

61
Q

Constructivism

A

construct their knowledge rather than just take it in

62
Q

Sociocultural theories

A

cognitive development takes places between children and the people around them

63
Q

guided participation

A

when individuals organize actives for less knowledge people to preform the activity at a higher level then they could have on their own

64
Q

social scaffolding

A

when adults and other with great expertise organize an environment for the purpose of helping children learn

65
Q

cultural tools

A

symbols systems, objects, skills that cultural things influence our thinking

66
Q

Vygotsky

A

sociocultural theorist

67
Q

children are social learners

A

vygotsky

68
Q

difference in vygotsky and Piaget

A

Piaget looked at language and thought independently

69
Q

intersubjectivity

A

Sociocultural- mutual understanding that people share during communication

70
Q

joint attention

A

heart of intersubjectivity, focusing on a common referent in the external environment

71
Q

five major theories of cognitive development

A

Piagetian, information-processing, core-knowledge, sociocultural, and dynamic-systems.

72
Q

Senation

A

processing of basic information from the external world by receptors in the sense organs and the brain
never changes

73
Q

Perception

A

process of organizing and interpreting the sensory information
can be wrong

74
Q

Preferential looking techniquq

A

Two different visual stimuli are displayed side by side. If an infant looks longer at one of the two stimuli, the researcher can infer that (a) the baby can discriminate between them, and (b) the infant prefers one over the other.

75
Q

is used to student sensory and perceptual developmental

A

habituation

76
Q

Visual acuity

A

eye chart
ability to see sharply
full visual acuity by age 6
Influenced by contrast sensitivity

77
Q

contrast sensitivity

A

being able to see difference between dark and light

78
Q

cone cells

A

infants have a hard time for contrast sensitivity
color vision

79
Q

rods

A

light and dark

80
Q

subjective contours

A

by four months infants can preceive

81
Q

object segregation

A

eyes are constantly moving without thinking
example a baby seeing a dish on a table

82
Q

depth perception

A

two basic kinds-
monocular cues ( one eye)
binocular cues (two eyes)

83
Q

optical expansion

A

when an object increases in size as it comes toward us

84
Q

monocular cues

A

pictorial cues they are used to portray depth in picture

85
Q

auditory localization

A

perception of the spatial location of a sound source

86
Q

reflexes

A

patterns of actions

87
Q

affordances

A

the possibilities for action occurred
example: small object can be picked up

88
Q

self locomotion

A

moving around in their environment, no longer limited

89
Q

gibson

A

visual cliff
-developed a fear response

90
Q

hibituation

A

Simplest form of learning

91
Q

classical conditioning

A

ivan pavlov

92
Q

US

A

causes an unlearned response

93
Q

UR

A

us causes this to happen

94
Q

CS

A

learning occurs and this causes an cr

95
Q

CR

A

cs causes this to happen

96
Q

Instrumental/ operant conditioning

A

involves learning the relationship between a behavior and its consequences

97
Q

operant conditioning usually involves

A

positive reinforcement

98
Q

rational learning

A

causes the learner to recognize prior beliefs and biases with what actually occurs

99
Q

active learning

A

learning by engaging with the world, rather than passively observing objects and events

100
Q

Language requires

A

comprehension and production

101
Q

Language is

A

species specific behavior only acquired by humans
also species- universal example: koko

102
Q

grammer

A

all the rules for the language and the sounds

103
Q

generativity

A

using the words to create sentences

104
Q

phonemes

A

smallest sounds
example: pencil P EN C I L

105
Q

Morphemes

A

smallest unit of meaning
example: HOT DOG

106
Q

Syntax

A

rules for combining words
order of the words

107
Q

humans learn language

A

quickly

108
Q

order of language

A

6 months babble
1 year first words
2nd year combine words
1-5 18 new words a day
4-5 can understand and produce

109
Q

language comprehension

A

ability to understand what others say

110
Q

language production

A

ability to actually speak or produce language

111
Q

damage to brochas area

A

lack of production of speech
motor cortex

112
Q

damage to wernicks area

A

lack of meaningful speech
auditory cortex

113
Q

aphasia

A

loss or impairment of the ability to produce or comprehend language due to brain damage

114
Q

behaviorist believe

A

development is a function of learning through reinforcement and punishment of overt behavior

115
Q

b.f skinner

A

behaviorist

116
Q

perceptual narrowing

A

infants are born being able to discriminate speech sounds in any language

117
Q

first words

A

10-15 months

118
Q

holophrastic

A

example: juice more up

119
Q

overextension

A

example: see a shark call it a fish

120
Q

concepts

A

general ideas that organize objects, events, or relations on the basis of some similarity
example: i can reach and grap

121
Q

category

A

actual group of things that go together
example: square things to stack

122
Q

category hierarchies

A

superordinate level- specific one
subordinate level- medium one
basic level-learned first

123
Q

naive psychology

A

commonsense level of understanding of other people and oneself

124
Q

Theory of Mind

A

organized understanding of how mental processes such as intentions desires beliefs perceptions and emotions influence behavior

125
Q

Theory of mind causes kids to

A

put themselves in other peoples shoes
example: hide and seek

126
Q

object substitution

A

ignoring many of the objects characteristics so that they can pretend that it is something else

127
Q

Sociodramatic play

A

example: playing tea

128
Q

egocentric

A

self to object
example: me to car

129
Q

allocentric

A

object to object
example: tree to car

130
Q

rat in water

A

Spacial recognition

131
Q

dead reckoning

A

ability to keep track continuously of ones location relative to the starting point

132
Q

kids have a sense of time by the age of

A

5

133
Q

kids can count to 10 by the age of

A

3

child development (1 decks)

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