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Developmental Psychology > Infancy: Cognitive Development > Flashcards

Infancy: Cognitive Development Flashcards

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1
Q

This approach covers the Classical Conditioning and Operant Conditioning

A

BEHAVIORIST APPROACH

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2
Q

Learning that is based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response. Enables infants to anticipate an event before it happens.

A

Classical Conditioning

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3
Q

Focuses on the consequences of behaviors and how they affect the likelihood of that behavior occurring again.

A

Operant Conditioning

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4
Q

A Behavior that is goal-oriented and adaptive to circumstances and conditions of life.

A

Intelligent Behavior

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5
Q

Psychometric tests seek to measure intelligence by comparing a test taker’s performance with standardized norms.

A

Intelligence Quotient (IQ)

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6
Q

Because babies cannot tell us what they know and how they think, the most obvious way to gauge their intelligence is by assessing ______

A

what they can do

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7
Q

A Developmental test designed to assess children from 1 month to 3½ years. Scores indicate a child’s competencies in each of five developmental areas:

A

Bayley Scales of Infant and Toddler Development (Bailey-III)

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8
Q

Areas that are measured by the Bayley Scales of Infant and Toddler Development

A

cognitive, language, motor, social-emotional, and adaptive behavior.

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9
Q

Separate scores for each scale. Most commonly used for the early detection of emotional disturbances and sensory, neurological, and environmental deficits.

A

Developmental Quotients (DQ)

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10
Q

An Instrument to measure the influence of the home environment on children’s cognitive growth.

A
  • Home Observation for Measurement of the Environment (HOME
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11
Q

What are the six subscales of Home Observation for Measurement of the Environment (HOME

A
  • the number of books and appropriate materials in the home,
  • the parent’s involvement with the child,
  • prenatal emotional and verbal responsiveness,
  • acceptance of the child’s behavior,
  • organization of the environment, and
  • opportunities for daily and varied stimulation
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12
Q

It is a systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers, and preschool children’s developmental needs

A

Early intervention

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13
Q

These programs involve full-day, year-round early childhood education from infancy through the preschool years as well as family-oriented social services, early childhood education, medical care and services, and family education on child development

A

Early intervention

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14
Q

The most effective early interventions are those that ___and continue throughout the preschool years;

A

start early

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15
Q

During this stage, under Jean Piaget (birth to approximately age 2), infants learn about themselves and their world through their developing sensory and motor activity. Senses integrated into their motor functioning

A

Sensorimotor stage

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16
Q

Intelligence in this approach is thus measured by how an infant uses their body to manipulate/influence their environment to get what they want and need (goal-oriented behavior)

A

Piagetian Approach

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17
Q

It is an organized pattern of thought and behavior. Becomes more elaborate as the infant develops

A

schemes

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18
Q

A term that is used when an infant learns to reproduce events originally discovered by chance.

A

Circular reactions

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19
Q

an activity such as sucking produces an enjoyable sensation that the baby wants to repeat.—sucking feels good so uulitin nya, is an example of?

A

Circular reactions

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20
Q

What are the substages of the Sensorimotor stage?

A

First Substage (Uses of Reflexes)
Second Substage -(Primary Circular Reactions)
Third Substage - (Secondary Circular Reactions)(
- Fourth Substage - (Coordination of Secondary Schemes)
Fifth substage - (Tertiary Circular Reactions
Sixth Substage - (Mental Combinations)(

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21
Q

A substage of sensorimotor is when neonates practice their reflexes, engaging in behavior even when its normal stimulus is not present.-

A

First Substage (Uses of Reflexes)

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22
Q

It is a substage of sensorimotor in which babies learn to repeat purposely a pleasant bodily sensation first achieved by chance

A

Second Substage -(Primary Circular Reactions)

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23
Q

A substage of sensorimotor is when babies coincide with a new interest in manipulating objects and learning about their properties
-Babies intentionally repeat an action not merely for its own sake, as in the second substage, but to get results beyond the infant’s own body

A

Third Substage - (Secondary Circular Reactions)

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24
Q

a baby this substage of sensorimotor might repeatedly shake a rattle to hear the noise.

A

Third Substage - (Secondary Circular Reactions)

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25
Q

A substage of sensorimotor is when babies have learned to generalize from experience to solve new problems

A

Coordination of Secondary Schemes

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26
Q

A substage of sensorimotor is when babies modify and coordinate previous schemes, such as the schemes for crawling, pushing, and grabbing, to find one that works

A

Fourth Substage - (Coordination of Secondary Schemes)

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27
Q

A substage of sensorimotor is when babies begin to experiment with new behavior to see what will happen.

A

Fifth Substage (Tertiary circular reactions)

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27
Q

This substage of sensorimotor marks the development of complex, goal-directed behavior

A

Fourth Substage - (Coordination of Secondary Schemes)

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28
Q
  • varying an action to get a similar result, rather than merely repeating pleasing behavior they have accidentally discovered.
A

Fifth Substage (Tertiary circular reactions)

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29
Q

A toddler may squeeze a rübber duck that squeaked when stepped on, to see whether it will squeak again
By trial and error, they try behaviors until they find the best way to attain a goal.

A

Fifth Substage (Tertiary circular reactions)

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30
Q

A substage of sensorimotor in which a transition to the preoperational stage of early childhood— may idea na sa consequence na gagawin nila

A

Sixth Substage - (Mental Combinations)

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31
Q

the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental pictures that frees toddlers from immediate experience

A

Representational Ability

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32
Q

____is the reproduction of an observed behavior with time. According to Piaget, infants can’t do this because their Long-term memory is not yet developed

A

Deferred Imitation

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33
Q

Piaget believed that children under______months could not engage in deferred imitation, a more complex ability requiring long-term memory

A

18

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34
Q

the realization that something continues to exist when out of sight.

A

Object Permanence

35
Q

A process in which much of the knowledge people acquire about their world is gained through symbols, and intentional representations of reality.

A

Symbolic Development

36
Q

the ability to understand the nature of pictures—not real but they represent something. Kapag naintindihan ng bata na yung drawing is aso pero alam nya na di talaga yon aso,
that is symbolic development, alam nila yung symbols sa reality

A

Pictorial Competence

37
Q

a momentary misperception of infants to the relative sizes of objects

A

Scale error

38
Q

The proposal that children under age 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time

A

Dual Representation Hypothesis

39
Q

The ability to recognize perceptual categories

A

Categorization:

40
Q

The early awareness of specific events in the physical world but general

A

Causality

41
Q

5 month infants may recognize and mentally manipulate the numbers but the interpretation of findings dispute

A

Number

42
Q

They analyze the separate parts of a complex task to figure out what abilities are necessary for each part of the task and at what age these abilities develop.

A

Information-processing researchers

43
Q

It measures and draws inferences from, what infants pay attention to and for how long

A

Information Processing

44
Q

This term is under information processing where infants Increase in responsiveness after the presentation of a new stimulus

A

Dishabituation

45
Q

A baby who has been sucking typically stops or sucks less vigorously when a stimulus is first presented to pay attention to the stimulus is an example?

A

Dishabituation

46
Q

Liking to look at new things and habituating to them quickly correlates with later signs of ________

A

cognitive development

47
Q

_______and other information-processing abilities show promise as predictors of intelligence

A

Speed of Habituation

48
Q

This approach are looking at speed not the quality, mas mabilis iprocess ng bata yung info, mas matalino

A

information processing approach

49
Q

Tendency of infants to spend more time looking at one sight than another

A

Visual Preference

50
Q

A tool for infant research in information processing approach that looks for the ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time

A

Visual Recognition Memory

51
Q

The ability of an infants to use information gained by one sense to guide another

A

Cross-modal Transfer

52
Q

This term pertains to the amount of time infants typically gaze at a new sight increases

A

Attention

53
Q

A shared attentional focus, typically initiated with eye gaze or pointing develops between 10-12 months when babies follow an adults’ gaze by looking or pointing in the same direction—

A

Joint attention

54
Q

Dividing the world into meaningful categories is vital to thinking about objects or concepts and their relationships

A

Categorization

55
Q

____has been linked to infants’ ability to predict the goal of other people’s intentional failed actions (such as trying, but failing, to reach an object)

Alam ng bata yung concept ng goal kaya kapag may nadapa na matanda natatawa sila. Parang na dishabituate at di nangyari yung prediction kaya funny for them. Children are not dumb

A

Self-locomotion

56
Q

infants understood object permanence but could not demonstrate this knowledge with motor activity. This is according to _____

A

Information processing approach

57
Q

A research method in which dishabituation to a stimulus that conflicts with experience is taken as evidence that an infant recognizes the new stimulus as surprising

A

Violation-of-expectations

58
Q

In information processing approach, it is the ability of an infant in keeping track of small numbers of individual objects.

A

detailed number

59
Q

In the information processing approach, this the ability of an infant in which they can represent large numbers of approximate

A

estimation

60
Q

An approach examines the hardware of the central nervous system to identify what brain structures are involved in specific areas of cognition.

A

COGNITIVE AND NEUROSCIENCE APPROACH

61
Q

A period of rapid growth and development which coincide with changes in cognitive behavior

A

Brain growth spurts

62
Q

It provides physical evidence of the location of two separate long-term memory systems–implicit and explicit -that acquire and store different kinds of information and mature at different rates

A

brain scans

63
Q

What is the other term for implicit memories?

A

procedural memories

64
Q

What is the other term for explicit memories?

A

declarative memories

65
Q

It is unconscious recall, generally of habits and skills;

A

implicit memories

66
Q

A type of memory that seems to develop early and is demonstrated by such actions as an infant’s kicking on seeing a familiar mobile.

Ex. Paano maglakad, pano sumuntok, paano mag crawl, tumayo—-unang nadedevelop

A

implicit memories ( procedural memories)

67
Q

A type of memory that is conscious or intentional recollection, usually of facts, names, events, or other things that can be stated or declared–verbal

A

explicit memories (declarative memories)

68
Q

A type of memory that develops later and it will develop better when an infant can talk

A

explicit memories (declarative memories

69
Q

In early infancy, when the structures responsible for memory storage are not fully _____, memories are relativefleeting

A

formed

70
Q

The rapid growth of the_______a structure deep in the temporal lobes along with the development of cortical structures coordinated by the hippocampal formation make longer-lasting memories possible

A

hippocampus,

71
Q

conscious processor ng brain, in charge sa working memory

A

Prefrontal Cortex

72
Q

which part of the brain develops first?
Hippocampus or prefrontal cortex?

A

hippocampus

73
Q

the large portion of the frontal lobe directly behind the forehead

A

Prefrontal cortex

74
Q

This part of the brain develops more slowly than any other making it more sensitive to environmental disruption

A

Prefrontal cortex

75
Q

is the short-term storage of information the brain is actively processing, or working on

A

working memory

76
Q

Mental math is a manifestation of_____

A

working memory

77
Q

______appears relatively late in development and may be responsible for the slow development of object permanence, which seems to be seated in a rearward area of the prefrontal cortex

A

working memory

78
Q

Researchers influenced by_____ sociocultural theory study how cultural context affects early social interactions that may promote cognitive competence

A

Vygotsky’s

79
Q

refers to mutual interactions with adults that help structure children’s activities and bridge the gap between a child’s understanding and an adult’s

A

Guided participation

80
Q

often occurs in shared play and in ordinary, everyday activities in which children informally learn the skills, knowledge, and values important in their culture, much as an apprentice would

A

Guided participation

81
Q

According to this approach, children from the culture and adults

A

Social-contextual Approach

82
Q

In the Social-contextual approach, research has shown that preschool programs that are highly focused on ______are not necessarily ideal for young children

A

academic skills

83
Q

Programs based on______are an effective route for the transmission of academic concepts within the context of classroom routines and play

A

Vygotsky’s philosophies

84
Q

______may have positive effects on other variables important for later academic achievement

A

Social-contextual Approach

Developmental Psychology (21 decks)

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