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child development > midterm 2 > Flashcards

midterm 2 Flashcards

1
Q

occurs when new experiences are readily incorporated into a child’s existing theories

A

Assimilation

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2
Q

occurs when a child’s theories are modified based on experience

A

Accommodation

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3
Q

refers to cognitive structures

A

schemas

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4
Q

age of sensorimotor

A

0-2 years

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5
Q

age of preoperational

A

2-6 years

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6
Q

age of concrete operational

A

7-11 years

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7
Q

age of formal operational

A

age 11+

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8
Q

objects exist independently of our actions and thoughts concerning them

A

object permanence

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9
Q

refers to young children’s difficulty in seeing the world form another’s viewpoint

A

Egocentrism

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10
Q

credit inanimate objects with life and lifelike properties

A

animism

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11
Q

narrowly focused thought

A

centration

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12
Q

are strategies and rules that make thinking more systematic and more powerful

A

mental operations

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13
Q

ability to draw appropriate conclusions from facts

A

deductive reasoning

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14
Q

view that children are active participants in their own development

A

constructivism

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15
Q

mutual, shared understanding among participants in an activity

A

inter-subjectivity

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16
Q

cognitive growth results from the children’s involvement in structured activities with others who are more skilled than they

A

guided participation

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17
Q

refers to the difference between the level of performance a child can achieve when working alone and the higher level of performance that is possible when working under the guidance of more skilled peers

A

zone of proximal development

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18
Q

refers to a teaching style that matches the amount of assistance to the learner’s needs

A

scaffolding

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19
Q

comments not directed to others but intended to help children regulate their own behaviour

A

private speech

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20
Q

Vygotsky’s term for thought

A

inner speech

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21
Q

where information is held very briefly in raw, unanalyzed form

A

sensory memory

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22
Q

is the site of ongoing cognitive activity

A

working memory

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23
Q

a limitless, permanent storehouse of knowledge of the world

A

long-term memory

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24
Q

moves info from working memory to long term memory, etc.

A

central executive

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25
Q

prevent task-relevant information from entering working memory

A

inhibitory processes

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26
Q

inhibitory processes, along with planning and cognitive flexibility

A

executive functioning

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27
Q

cognitive processes that require virtually no effort

A

automatic processes

28
Q

propose distinctive domains of knowledge, some of which are acquired very early in life

A

core-knowledge theories

29
Q

children believe that living things and parts of living things exist for a purpose

A

technological explanations

30
Q

children believe that all living things have an essence that can’t be seen but gives a living thing its identity

A

essentialism

31
Q

refers to our informal beliefs about other people and their behaviour

A

naive psychology

32
Q

a naive understanding of the relations between mind and behaviour

A

theory of mind

33
Q

an action to promote remembering

A

memory strategy

34
Q

a strategy of repeating information that must be remembered

A

rehearsal

35
Q

structuring material to be remembered so that related information is placed together

A

organization

36
Q

embellishing information to be remembered to make it more memorable

A

elaboration

37
Q

process of organizing related items into one meaningful group

A

chunking

38
Q

refers to a child’s informal understanding of memory

A

meta-memory

39
Q

knowledge and awareness of cognitive processes

A

metacognitive knowledge

40
Q

memory structure used to describe the sequence in which events occur

A

script

41
Q

most experiences can be stored in memory exactly (vertbatim) or in terms of their basic meaning (gist)

A

fuzzy trace theory

42
Q

refers to people’s memory of the significant events and experiences of their own lives

A

autobiographical memory

43
Q

refers to the inability to remember events from one’s early life

A

infantile amnesia

44
Q

transforms the information in a problem into a mental representation

A

encoding processes

45
Q

in which a person describes the difference between the current and desired situations, and then does something to reduce the difference

A

means-ends analysis

46
Q

cognitive development is motivated by a sense of discomfort when the balance between what we know and what we experience is disrupted.

A

disequilibrium

47
Q

reflex activity; grasping, rooting and sucking

A

substage 1 (0-1 month)

48
Q

replicating interesting body-related events

A

substage 2: primary circular reaction (1-4 months)

49
Q

replicating interesting object-related events

A

substage 3: secondary circular reactions (4-8 months)

50
Q

intentional (planned) behaviour- to accomplish some goal you have; means-end tasks

A

substage 4: coordination of secondary schemes (8-12 months)

51
Q

trial and error exploratory schemes

A

substage 5: tertiary circular reactions (12-18 months)

52
Q

internal problem solving; no more trial and error

A

substage 6: problem solving (18-24 months)

53
Q

beginnings of symbolic thought

A

capstone accomplishment

54
Q

when you remove object out of sight, the baby loses interest completely

A

substage 1-2: no evidence of object permanence

55
Q

babies will search for a hidden object, but it depends on how hidden it is

A

substage 3: limited search

56
Q

Searches for object; A-not-B errors

A

substage 4: good search

57
Q

visible displacements are no longer a problem; can’t cope with invisible displacements

A

substage 5

58
Q

invisible displacements are no longer an issue; success

A

substage 6

59
Q

what is the weakness of preoperational thought?

A

intuitive thinking

60
Q

tendency to focus on only one aspect of a problem/situation at a time

A

centration

61
Q

the understanding that the quantity of a substance stays the same, even when the appearance changes

A

conservation

62
Q

conservation of number

A

age 5

63
Q

conservation of volume

A

1-2 years after number

64
Q

conservation of mass

A

1-2 years after number

65
Q

conservation of length

A

2-3 years after number

66
Q

conservation of weight

A

2-3 years after number

child development (2 decks)

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