First Two Years - Cognitive Development Flashcards
“Cognition” = ________.
thinking
“Thinking” in a very broad sense includes…
- Language
- Learning
- Memory
- Intelligence
- Piaget called cognition in the first two years ____________ __________.
- _________ _________: Piaget’s term for the way infants think - by using their senses and motor skills - during the first period of cognitive development.
sensorimotor intelligence
Piaget described the interplay of sensation, perception, and cognition as ________ ________, emphasizing that, as in a circle, there is no beginning and no end because each experience leads to the next, which loops back.
circular reactions
- Primary circular reactions
- First 4 months.
- Reflexes (lasts only 1 month).
- Acquired adaptations –> reflexes adjust to whatever responses they elicit.
- Secondary circular reactions
- 4 months - 1 year
- Awareness of things
- Anticipation (intentional action).
- Babies may ask for help (fussing, pointing, gesturing) to accomplish what they want.
- Babies work hard to achieve their goals.
- Babies first understand the concept of object permanence - the realization that objects or people continue to exist when they are no longer in sight.
- Tertiary circular reactions
- 1 year - 2 years
- Begins 1-year-olds take independent actions to discover the properties of other people, animals, and things.
- Active experimentation
- “Little scientist” who “experiments in order to see.”
- Mental combinations (considerations before actions).
- Toddlers think about consequences, hesitating a moment before yanking the cat’s tail or dropping a raw egg on the floor.
- Toddlers can now pretend.
Yuh.
_________: the process of becoming accustomed to an object or event through repeated exposure to it, and thus becoming less interested in it.
Habituation
________ _________: a sequence in which an infant first perceives something done by someone else and then performs the same action hours or even days later.
Deferred imitation
- The environment affords, or offers, many opportunities to interact with whatever is perceived. Each of these opportunities is called an _________.
- Which particular affordance is perceived and acted on depends on four factors: sensory awareness, immediate motivation, current level of development, and past experience.
affordance
- An ________ is an opportunity for perception and interaction that is offered by a person, place, or object in the environment.
- Information processing improves over the first year as infants become quicker to remember.
- Experiences affect which affordances are perceived.
affordance
Developmentalists agree that even very young infants can remember, when:
1) Experimental conditions are ______ to “real life.”
2) ________ is high.
3) _______ ________ are taken to aid memory retrieval.
1) similar to real life
2) Motivation
3) Special measures
________ memory is the memory that remains hidden until a particular stimulus brings it to mind.
- Implicit memory: unconscious or autonomic memory that is usually stored via habits, emotional responses, routine procedures, and various sensations.
- Implicit memories, by contrast, begin before birth.
- Repeated exposure uncovers implicit memories from infancy –> thus, a student who has forgotten childhood Spanish catches on more quickly in Spanish class than does the student who never know Spanish as an infant.
Implicit memory
_______ memory is memory that can be recalled on demand.
- Explicit memory: memory that is easy to retrieve on demand (as in a specific test).
- Most explicit memory involves consciously learned words, data, and concepts.
- Usually verbal, and therefore “although explicit memory emerges sometime between 6 and 12 months, it is far from fully developed.
- The particular part of the brain on which explicit memory depends is the hippocampus, present at brith but very immature until about 5 or 6.
- -hence the reason why this timing coincides with the beginning of formal education, because children are much better at memorizing at that age.
Explicit memory
Memory depends on brain __________ and __________.
brain maturation
experience
Universal sequence of language development:
- Around the world, children follow the same sequence of early language development.
- Newborn: means of communication, reflexive communication – cries, movements, facial expressions.
- 2 months: a range of meaningful noises – cooing, fussing, crying, laughing.
- 3-6 months: new sounds, including both consonant and vowel sounds repeated in syllables.
- 6-10 months: babbling, including both consonant and vowel sounds repeated in syllables.
- 10-12 months: comprehension of simple words; speech-like intonations; specific vocalizations that have meaning to those who know the infant well.
- 12 months: first spoken words that are recognizably part of the native language.
- 13-18 months: slow growth of vocabulary, up to 50 words.
- 18 months: naming explosion – three or more words learned per day. Much variation: some toddlers do not yet speak.
- 21 months: first two-word sentence.
- 24 months: multiword sentences. Half the toddler’s utterances are two or more words long.
Understand these.
________: an infant’s repetition of certain syllables (such as ma-ma-ma or da-da-da) that begins when babies are between 6 and 9 months old.
- Babbling is experience-expectant; all babies babble, even deaf ones.
- Toward the end of the first year, babbling begins to sound like the infant’s native language.
Babbling
A __________ is a single word that is used to express a complete, meaningful thought.
holophrase
________ ________ is a sudden increase in an infant’s vocabulary, especially in the number of nouns, that begins at about 18 months of age.
Naming explosion
Spoken vocabulary builds rapidly once the first 50 words are mastered, with 21-month olds typically saying twice as many words as 18-month olds. This language spurt is called the _______ ________ because many early words are nouns, that is, names of persons, places, or things.
naming explosion
