exam #2 Flashcards
- 12-18 months
- actions that are varied through trial and error to produce desirable consequences (ex: dropping toys from different heights)
stage 5: tertiary circular reactions
complex behaviors involving psychological, expressive, and cognitive elements that influence behavior
emotions
the acquisition, coordination, and integration of basic motor skills
ex: grasping, reaching, locomotion
early postnatal period
unfamiliar words label new objects
mutual exclusivity bias
one-word stage takes place at __ months of age
5
- nominals
- vocab spurt
rules for using language effectively within a social context
pragmatics
gaining knowledge about the sound system of language
phonological development
making the environment fit you; preserving existing scheme
ex: child calls a “cat” a “dog”
assimilation
words that label objects, people, or events (mama, doggy, hi, moon, ball)
nominals
the understanding that people and objects exist even when they cannot be seen
object permanence
imitating people and scenes that were witnessed in the past
deferred imitation
more competent people provide temporary framework that supports children’s thinking at a higher level than children could manage on their own
social scaffolding
vowel-like utterances
- “oo-ing” & “ah-ing”
cooing
rapid weight gain & height growth happens in
the first year of life
looking to others for emotional cues
social referencing
__-__ verbal interactions have positive effects on language development
mother-infant
greatest risk at 2-4 months of age
risk factors
sleeping stomach-down or on side
low birth weight
low APGAR score
mother smoked during pregnacy
too soft of bed
overheating (warm room, too many layers)
may represent transition from reflex to intentional behavior
SIDS (sudden infant death syndrome)
a new skill is the product of the following
central nervous system development
movement possibilities of the body
motivation/goals
environmental support
Thomas & Chess patterns of temperament
- easy: reactions proportional to events
- slow-to-warm-up: react negatively to new situations, more mellow and no extreme reactions
- difficult: extreme reactions to situations
- 4-8 months
- actions are focused on events or objects outside of the body (ex: infant plays with a rattle and shakes it repeatedly)
- only act on what they see (no object permanence)
stage 3: secondary circular reactions
- social scaffolding
- zone of proximal development
Lev Vygotsky: sociocultural theory
- sensorimotor: birth-2 years
- preoperational: 2-7 years
- concrete operations: 7-11 years
- formal operations: 11-15 years
Piaget’s stages
__ acquire vocabulary and language skills earlier than __
girls earlier than boys
ex: crawling, walking, jumping
gross motor skills
refers to thought processes and mental activities
cognition
consonant-vowel utterances
- “da” & “ba”
babbling
- better grasp of what the physical world is really like
- become systematic and logical thinkers
concrete operational stage
is the child’s temperament compatible with the environment? (parenting style)
goodness of fit
newborns seem to experience distress, interest, and pleasure, which turns into
distress = anger, sadness, and fear
interest = surprise
pleasure = happiness
frequency of expression of happiness and other positive emotions
positive affect
the smallest units of sound that change the meaning of words
ex: ‘mop’ vs ‘pop’ - /m/ vs /p/
phoneme
rules for forming a word
morphology
a system of sounds or gestures that people use to communicate with others
language
__-__ year olds clearly display empathy - giving a hug, sharing a toy
2-3 year olds
not yet able to perform mental operations
- conservation
- egocentrism
preoperational stage
small, precise movements
ex: reaching, grasping, drawing
fine motor skills
the repetition of an action to experience pleasure
circular reactions
- still telegraphic speech
- “no bed now” or “turn light off”
three-word stage
the social norms for when, where, how, and to whom to express emotions
emotion display rules
parents, teachers, or others rate the child
- infant behavior questionnaire
- child behavior questionnaire
measuring temperament
- 18-24 months
- pretend play
- deferred imitation
stage 6: enduring mental representations
fear/distress in response to novel or intense situations
fearful distress
- prior to 24 months
- “bed” or “light”
single word stage (holophrases)
- 1-4 months
- actions are centered on the baby’s body (ex: thumb-sucking)
- accidental movements
stage 2: primary circular reactions
period of rapid word acquisition (18-24 months)
vocabulary spurt
__-__ month olds can discriminate different facial expressions
2-3 month olds
no emotion leads to distress
still-face paradigm
expression of distress when frustrated
irritable distress
primary emotions (most basic)
anger, sadness, fear, disgust, surprise, happiness
involuntary movement in response to touch, light, sound, or other stimulation
ex: grasping, rooting, stepping
reflexes
- turn taking
- sarcasm
- idioms
different situations call for different forms of speech (talking to a friend vs professor)
pragmatics
a basic, innate disposition that is relatively stable over time
temperament
__ more readily respond to their infant’s vocal cues than __
mothers more than fathers
rules for creating words and sentences
grammar
__ & __ of sleep impacts all domains of child development
quantity & quality
making yourself fit the environment, modifying existing scheme
ex: child no longer puts “cat” in “dog” category
accommodation
children with an older sister had better language skills than children with an older brother
older brother effect
mothers respond preferentially to their infant __ than __
girls than boys
inappropriate application of syntactic rules
- “he goed” instead of “he went”
overregularization
- 8-12 months
- infants can remove a cover to retrieve a hidden object
- they do have object permanence
- A not B error: babies still make mistakes
stage 4: coordination of secondary circular reactions
- preparing us for action: survival mechanism
- emotions as information: shape behavior
- interacting with others: social signals
functions of emotions
focus on cognitive processes that exist at all ages, rather than viewing cognitive development in terms of discontinuous stages
- attention
- memory
- executive function (cognitive regulation)
information processing approach
parents provide labels
labeling
- joint object
reactivity
- activity level
- attention span/persistance
- fearful distress
- irritable distress
- positive affect
self-regulation
- effortful control
Rothbart & Bates temperament
meanings of words or combinations of words
semantics
emphasize that other people and the surrounding culture contribute greatly to children’s cognitive development
- Lev Vygotsky: sociocultural theory
sociocultural approaches
infants show preferential vocal response to their __
mothers
the gap between what children can do unsupported and what they can do with support
zone of proximal development
mastery of motor skills involves acquiring increasingly complex systems of action
dynamic-systems theory
- telegraphic speech
- “no bed” or “light off”
two-word stage
- birth-1 month
- innate reflexes are exercised (ex: sucking reflex)
stage 1: simple reflexes
secondary (sociomoral) emotions
require social/cultural learning
- embarrassment
- shame
- guilt
- pride
- empathy
crying in response to hearing another infant cry
emotional contagion
