exam 2

Question 1

dyadic joint-attention

Answer 1

attention shared between child and adult

Question 2

triadic joint-attention

Answer 2

attention coordinated between people and objects resulting in a referential triangle of child, adult, and the object or event to which they share attention. Develops around 9 months

Question 3

common ground (joint attention frame)

Answer 3

the objects and goal-directed activities that child and adult both know are part of the attentional focus of them both.

Question 4

communicative intention reading

Answer 4

an understanding of other persons as intentional agents who intend things toward one’s own intentional/attentional state.

Question 5

role-reversal imitation

Answer 5

human specific form of cultural learning that emerges between 9-12 months. A child learns to use a symbol/tool toward an adult in the same way that the adult uses it toward the child.

Question 6

pattern-finding

Answer 6

the statistical learning of concrete and abstract patterns

Question 7

joint-action routine

Answer 7

a ritualized interaction pattern, involving joint action, unified by a specific theme or goal, which follows a logical sequence, including a clear beginning point, and in which each participant plays a recognized role, with specific response expectancies that is essential to the successful completion of that sequence.

Question 8

attachment

Answer 8

use of a preferred person as a secure base from which to explore and as a haven of safety or comfort when needed.

Question 9

secure attachment

Answer 9

confidence that the secure base person will “always be there for me,” available, responsive, and able to help or save me.

Question 10

insecure attachment

Answer 10

lacking confidence that the secure base person will “always be there for me,” available, responsive, and able to help or save me.

Question 11

essential elements of joint action routine

Answer 11

• unifying theme or purpose
• joint focus and interaction
• limited number of roles
• exchangeable roles
• logical sequence
• structure for turn taking
• planned repetition
• plan for variation

Question 12

object permanence

Answer 12

the knowledge that objects have an existence in time and space, independent of whether or not they can be seen or touched.

Question 13

means end

Answer 13

the process in which a problem solver begins by envisioning the end, the ultimate goal, and then determines the best strategy for attaining the goal in a situation.

Question 14

schema

Answer 14

organized representation of knowledge; psychological structures that allow a child to organize knowledge about objects, entities, concepts, and actions.

Question 15

adaption

Answer 15

the process of changing a schema in response to a new entity (new information)

Question 16

assimilation

Answer 16

a process that involves fitting a new entity into existing schema.

Question 17

accommodation

Answer 17

a process that involves changing existing schema to make the new entity fit.

Question 18

equilibrium

Answer 18

state of “cognitive balance”

Question 19

cooing

Answer 19

a stage in infants prelinguistic speech development that consists of the productions of single-syllable, vowel-like sounds.

Question 20

reduplicative babbling

Answer 20

repeated sequences of repeated consonant-vowel like sounds (babababa)

Question 21

variegated babbling

Answer 21

a stage in babbling characterized by varied sequences of sounds in syllables (babigoogi)

Question 22

jargon

Answer 22

sequences of variegated babbling that have the intonation shape of the child’s native language.

Question 23

holophrase

Answer 23

early one-word utterances that convey a holistic communicative intention.

Question 24

over-extension

Answer 24

process in which a child applies a word’s meaning to more exemplars than an adult would. The child’s definition is too broad and is thus beyond acceptable adult usage.

Question 25

under-extension

Answer 25

process in which a child applies a word meaning to fewer exemplars than an adult word. The child’s definition is too restrictive and more limited than in adult usages.

Question 26

word combinations

Answer 26

two word utterances consisting of roughly equivalent words that divide an experience in multiple units.

Question 27

pivot schemas

Answer 27

two-word utterances in which one word or phrase, such as want or more, seems to structure the utterance by determining the intent of the utterance as a whole, such as. a demand. In many of these early utterances one-event word is used with a wide variety of object labels as in “More cookie”, “More juice”, and “More apple.”

Question 28

item based construction

Answer 28

two-word utterance seemingly based on word-order rules with specific words influenced by how a child has heard a particular word being used.

Question 29

referential style of communication

Answer 29

a relative child language learning style in which the infant has more adult contacts; uses more single words; and employs an analytic, or bottom-up, strategy for gradually building longer utterances with different words.

Question 30

function style of communication

Answer 30

a relative child language learning style in which the infant has more peer contacts, attempts to produce longer units, and employ a holistic, top-down, strategy in which longer utterances are gradually broken into their parts.