Infancy (cognitive and socio emotional development) Flashcards
actions or mental representations that organize knowledge
schemes
when children use their existing schemes to deal with new information or experiences
assimilation
occurs when children adjust their schemes to take new information and experiences into account
accommodation
the grouping of isolated behaviors and thoughts into a higher-order system
organization
the child inevitably experiences a cognitive conflict called ___?
disequilibrium
the mechanism by which children shift from one stage of thought to the next
equilibration
lasts from birth to about 2 yrs of age when infants construct their understanding of the world by coordinating sensory experiences
sensorimotor stage
sensation and action are coordinated primarily through reflexive behaviors such as rooting and sucking
simple reflexes
a scheme based on a reflex that has become completely separated from its eliciting stimulus
habit
a repetitive action
circular reaction
a scheme based on the attempt to reproduce an event that initially occurred by chance
primary circular reaction
infant becomes more object-oriented where schemes are repeated because of their consequences
secondary circular reaction
to progress into this substage, the infant must coordinate vision and touch, eye and hand. coordination of schemes and intentionality
coordination of secondary circular reactions
infants become intrigued by the many properties of objects and by many things that they can make happen to objects
tertiary circular reactions, novelty, and curiosity
the infant develops the ability to use primitive symbols
internalization of schemes
the understanding that objects continue to exist even when cannot be seen, heard, or touched
object permanence
focusing of mental resources on select information, improves cognitive processing on many tasks
attention
lobes of the brain involved in attention
parietal lobes
attention in the first year of life is dominated by an ____ process
orienting/investigative process
allows infants to learn about and remember characteristics of a stimulus as it becomes familiar
sustained/focused attention
infants as young as 3 months engage in how many seconds of sustained attention
5 - 10 seconds
decreased responsiveness to a stimulus after repeated presentation of the stimulus
habituation
increase in responsiveness after a change in stimulation
dishabituation
in which two or more individuals focus on the same object or event
joint attention
involves the retention of information overtime
memory
a process in which information is transferred into memory
encoding
refers to memory without conscious recollection-memories of skills and routine procedures that are performed automatically
implicit memory
refers to conscious remembering of facts and experiences
explicit memory
6 month old infants can retain information for __ hours, but by 20 months of age infants can remember information they encountered __ months earlier
24 hours; 12 months
most adults can remember little if anything from their first three years of life
infantile/childhood amnesia
cognitive groupings of similar objects, events, people, or ideas
concepts
groups of objects, events, and characteristics based on common properties
categorization
the ability to produce and comprehend an endless number of meaningful sentences using a finite set of words and rules
infinite generativity
infant vocalizations
crying, cooing, babbling
develops about 7-15 months with a mean age of approximately 11-12 months; consists of showing and pointing
gestures
an important index of the social aspects of language
pointing
words the child understands
receptive vocabulary
words the child uses
spoken/expressive vocabulary
rapid increase in vocabulary that begins at approximately 18 months
vocabulary spurt
tendency to apply a word to objects that are inappropriate for the word’s first meaning by going beyond the set of referents an adult would use
overextension
to convey meaning with just two words, the child relies heavily on gesture, tone, and context; occurs when they are 18-24 months of age
two-word utterances
use partial words to convey thoughts; develops at about 12/13 months of age
holophrastic speech
use of short and precise words without grammatical markers
telegraphic speech
feeling or affect that occurs when a person is in a state or an interaction that is important to him or her, especially to his or her well-being
emotion
the two important roles of emotions in infancy
communication with others
behavioral organization
these emotions first appear in the first 6 months of the human infant’s development
primary emotions
6 primary emotions
suprise, interest, joy, anger, sadness, fear, and disgust
emotions that require self-awareness that involves consciousness and a sense of “me”
self-conscious emotions
most important mechanism newborns have for communicating with their world
crying
two emotional expressions that infants display when interacting with parents
cries and smiles
a rhythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter whistle that is somewhat higher in pitch than the main cry
basic cry
a variation of the basic cry in which more excess air is forced
anger cry
a sudden long, initial loud cry followed by breath holding
pain cry
a key social signal and a very important aspect of positive social interaction in developing a new skill
smiling
a smile does not occur in response to external stimuli and appears during the first month after birth, usually during sleep
reflexive smile
a smile occurs in response to an external stimulus, typically a face in the case of a young infant. occurs as early as two months of age
social smile
a baby’s earliest emotion which typically appears at about 6 months of age and peaks about 18 months
fear
the most frequent expression of an infant’s fear
stranger anxiety
crying when the caregiver leaves
separation protest
during the first year of life, the infant gradually develops an ability to __, or ___ the intensity and duration of emotional reactions
inhibit, minimize
refers to individual differences in how quickly the emotion is shown, how strong it is, how long it lasts, and how quickly it fades away
temperament
involves variations in the speed and intensity with which an individual responds to situations with positive or negative emotions
reactivity
involves variations in the extent or effectiveness of an individual’s ability to control his or her emotions
self-regulation
chess and thomas’ classifications
easy, difficult, slow-to-warm-up child
generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences
easy child
reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change
difficult child
low activity level, is somewhat negative , and displays a low intensity of mood
slow-to-warm-up child
another way of classifying temperament focuses on the differences between a shy, subdued, timid child and a sociable, extraverted, bold child
kagan’s behavioral inhibition
jerome kagan regards shyness with strangers as one feature of a broad temperament category called___
inhibition to the unfamiliar (7-9 months of age)
they conclude that the following three broad dimensions best represent the structure of temperament
rothbart and bates’ classification
includes approach, pleasure, activity, smiling, and laughter. kagan’s uninhibited children fit into this category
extrvaersion/surgency
includes fear, frustration, sadness, and discomfort. inhibited children fit in this category
negative affectivity
attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure
effortful control
erikson proposed that infants learn to __ when they are cared for consistently, and warmly
trust
erikson stressed that _____ is an important issue in the second year of life
independence
it builds as infants’ mental and motor capabilities develop
autonomy
close emotional bond between two people
attachment
phase 1 of attachment
birth to 2 months: infants instinctively direct their attachment to human figures
phase 2 of attachment
from 2 to 7 months: attachment becomes focused on one figure, usually the primary caregiver, as the baby gradually learns to distinguish familiar from unfamiliar people
phase 3 of attachment
from 7 to 24: specific attachments develop, babies actively seek contact with regular caregivers
phase 4 of attachment
from 24 months on: children become aware of other’s feelings, goals, and plans and begin to take these into account in forming their own actions
