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Developmental Psychology > PART 5. COGNITIVE DEVELOPMENT DURING FIRST 3 YEARS > Flashcards

PART 5. COGNITIVE DEVELOPMENT DURING FIRST 3 YEARS Flashcards

1
Q

6 Approaches to Studying Cognitive Development

A 
Behaviorist Approach
Psychometric Approach
Piagetian Approach
Information-Processing Approach
Cognitive Neuroscience Approach
Social-Contextual Approach
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2
Q

how behavior changes in response to experience; basic mechanics of learning

A

Behaviorist Approach

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3
Q

measures quantitative difference in abilities that make up intelligence

A

Psychometric Approach

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4
Q

looks at stages in the quality of cognitive functioning

A

Piagetian Approach

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5
Q

This approach studies how kids process information from the time they encounter it until they use it

A

Information-Processing Approach

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6
Q

identify what brain structures are involved in specific aspects of cognition

A

Cognitive Neuroscience Approach

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7
Q

effects of environmental aspects to the learning process, particularly the role of parents and caregivers

A

Social-Contextual Approach

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8
Q

association of a stimulus [neutral] with another stimulus [unconditioned] to produce a response [conditioned]

A

classical conditioning

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9
Q

association of behavior and event

A

operant conditioning

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10
Q

a case in which we are not able to remember memories from when we are infants

A

infantile amnesia

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11
Q

actions goal-oriented and adaptive to circumstance and conditions of life

A

intelligent behavior

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12
Q

measures intelligence by comparing examinees’ performance with standardized norms

A

Intelligence Quotient (IQ) Test

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13
Q

standardized test of infant’s mental and motor development

A

Bayley Scale of Infant and Toddler Development

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14
Q

measures influence of home environment on children’s cognitive growth

A

Home Observation for Measurement of the Environment

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15
Q

organized patterns of thought and behavior used in particular situations

A

schemes

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16
Q

infants learn to reproduce desired occurrences originally discovered by chance

A

circular reactions

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17
Q

Substages of Piagetian Approach

A

Use of reflexes (birth-1 month)
Primary circular reactions (1-4 months)
Secondary circular reactions (4-8 months)
Coordination of secondary schemes (8-12months)
Tertiary circular reactions (12-18 months)
Mental combinations (18-24 months)

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18
Q

systematic process of providing services to help families meet young children’s developmental needs

A

early intervention

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19
Q

Substage of Piagetian Approach wherein babies exercise inborn reflexes

A

Use of reflexes (birth-1 month)

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20
Q

Substage of Piagetian Approach wherein babies repeat pleasurable behaviors that first occur by chance and begin to coordinate sensory information

A

Primary circular reactions (1-4 months)

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21
Q

Substage of Piagetian Approach wherein actions are intentional but not initially goal-oriented

A

Secondary circular reactions (4-8 months)

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22
Q

Substage of Piagetian Approach wherein behaviors are purposeful, goal-oriented, and babies now anticipate events

A

Coordination of secondary schemes (8-12months)

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23
Q

Substage of Piagetian Approach wherein infants show curiosity and use trial and error to solve problems

A

Tertiary circular reactions (12-18 months)

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24
Q

Substage of Piagetian Approach babies wherein representational ability emerges thus, symbolic thought allows anticipation

A

Mental combinations (18-24 months)

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25
capacity to store mental images of an object or event
representational ability
26
Key Development in Sensorimotor Stage
``` Imitation Object Permanence Symbolic Development Categorization Causality Number ```
27
important part of learning
Imitation
28
realization that object continue to exist even when out of sight
Object Permanence
29
understanding that images represent something else
Symbolic Development
30
recognition of classification; nested relationships
Categorization
31
awareness that one event may cause another
Causality
32
recognition and manipulation of small numbers
Number
33
imitation with parts of one's body that one can see
visible imitation
34
imitation with parts of one's body that one cannot see
invisible imitation
35
reproduction of observed behavior after the passage of time by calling a store symbol of it
deferred imitation
36
induced to imitate a series of action they have seen but not done before
elicited imitation
37
objects have their own independent existence
object concept
38
when infants look for an object where it is first found although they saw it being moved to another place
A-not-B error
39
Esther Thelen's theory which proposes that the decision where to search is not what the baby knows, but about what they do and why.
Dynamic System's Theory
40
intentional representations of reality
symbols
41
ability to understand nature of pictures
pictorial competence
42
momentary misperception of the relative sizes of objects
scale error
43
this hypothesis propose that kids under 3 years have difficulty grasping spatial information because of the need to keep more than one representation at the same time
dual representation hypothesis
44
familiarity of a stimulus reduces or stops a response
habituation
45
increase in responsiveness after presentation of a new stimulus
dishabituation
46
tendency to look at one sight longer than another
visual preference
47
tendency to prefer new sights to familiar ones
novelty preference
48
ability to distinguish a familiar visual stimulus from unfamiliar one when shown simultaneously
visual recognition memory
49
ability to use information gained by one sense to guide another
cross-modal transfer
50
shared focus of two individual on an object or event
joint attention
51
it measures visual reaction time and visual anticipation
Visual Expectation Paradigm
52
speed of gaze shift to a picture that has just appeared
visual reaction time
53
infant looks at the place where he/she expects the next picture to appear
visual anticipation
54
usually how infants categorize [shape, color, and pattern]
perceptual features
55
based on real-world knowledge [function]
conceptual features
56
dishabituation to a stimulus which conflicts with experience is taken as proof that babies recognize new stimulus as surprising
violation-of-expectations
57
inborn reasoning abilities
innate learning mechanisms
58
procedural memory; unconscious recall
Implicit Memory
59
declarative memory; intentional and conscious memory
Explicit Memory
60
this part of the brain develop the working memory
prefrontal cortex
61
short-term storage of information being actively processed
working memory
62
its development results to longer-lasting memories
hippocampus
63
refers to mutual interactions with adults who help kid's activities and fill the gap between their understanding and an adult's
Guided participation
64
A theory made by ______, which proposed that learning is a collaborative process wherein kids learn by conversing with more knowledgeable members of society.
Socio-cultural theory by Lev Vygotsky
65
it is a communication system based on words and grammar
Language
66
forerunner of linguistic speech; utterance of words that are not words
Prelinguistic Speech
67
a baby's first means of communication
crying
68
an infant's expression to show happiness
cooing
69
repetition of consonant-vowel sound
babbling
70
when a baby accidentally imitates a word in which the parents encourage
Accidental Imitation
71
when a baby imitates and repeats a word without understanding
Deliberate Imitation
72
True or False. Sound discrimination starts when born.
False. It starts in the WOMB.
73
smallest unit of speech
Phonemes
74
True or False. An infant can recognize any phonetic sounds.
True
75
True or False. During 6-10 months, recognition of native phonetic sounds increases as well as discrimination of nonnative sounds.
False. Discrimination of nonnative sounds DECLINES.
76
True or False. At the end of the 1st year, babies lose sensitivity to sound that are not part of language/s they usually hear.
True
77
True or False. Bilingual babies learn language at the same rate with those that learn only one.
True
78
True or False. Bilingual babies have large vocabularies in both languages like those that learn only one.
False. Babies with only one language tend to have larger vocabularies. However, vocabularies of bilingual babies are smaller in both languages.
79
A gesture that expresses an infants thoughts without talking.
pointing
80
A gesture that is used for social interactions like waving bye-bye, nodding, and shaking one's head.
conventional social gestures
81
A gesture that expresses something else like holding arms up to show he/she wanted to be picked up.
representational gestures
82
A gesture like blowing to show that it is hot and sniffing for flower.
symbolic gesture
83
A communication used by deaf babies to learn sign language which is similar to babbling,
hand-babbling
84
verbal expression designed to convey meaning
linguistic speech
85
single word that conveys a complete thought
holophrase
86
it is what infants understand
receptive vocabulary
87
spoken form of vocabulary
expressive vocabulary
88
early form of sentence used by infants by using just enough essential words to get their message across
telegraphic speech
89
rules for forming a sentence. It varies depending on the language. Babies are more competent in this by 20-30 months.
Syntax
90
Characteristics of Early Speech:
Oversimplification Underextending word meanings Overextending word meanings Overregularizing rules
91
A characteristic of early speech when babies tend to say just enough get their meaning across.
Oversimplification
92
restricting a word to a single object.
Underextending word meanings
93
3.using words in too broad of a category.
Overextending word meanings
94
4.inappropriate use of syntactical rule.
Overregularizing rules
95
theory that states that learning is based on experience and learned associations
Learning theory
96
this views learning as the active role of the learner
nativism
97
who pioneered nativism?
Noam Chomsky
98
An inborn device which programs an infant's brain to analyze language that they hear.
Language Acquisition Device (LAD)
99
the earliest parts of the brain that develops and also in-charge of a baby's crying
brain stem and pons
100
its maturation occurs at about the same time when a baby shows repetitive babbling
motor cortex
101
This model supports the idea that the environment wherein a kid grows, as well as their relationships, affect the pace of language learning.
Bronfenbrenner's Bioecological Model
102
it is the incorporation of elements from different languages within a sentence
code-mixing
103
it is the switching of various languages between sentences
code-switching
104
also called parentese, motherese, or baby talk. It is a slow-simplified speech, high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repetition.
Child-Directed Speech
105
ability to read and write.
literacy
106
focuses on describing what is going on in the image. This resulted to considerable benefits for vocabulary and print skills.
describer style
107
encourages the kid to focus on the meaning and make inferences as well as predictions.
comprehender style
108
starts by introducing the main themes, reads the story, and ask questions afterwards. This style is advantageous to those children who started out with large vocabularies.
performance-oriented style
109
3 Styles of reading to a Kid
describer style comprehender style performance-oriented style

Developmental Psychology (15 decks)

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