PART 5. COGNITIVE DEVELOPMENT DURING FIRST 3 YEARS Flashcards
6 Approaches to Studying Cognitive Development
Behaviorist Approach Psychometric Approach Piagetian Approach Information-Processing Approach Cognitive Neuroscience Approach Social-Contextual Approach
how behavior changes in response to experience; basic mechanics of learning
Behaviorist Approach
measures quantitative difference in abilities that make up intelligence
Psychometric Approach
looks at stages in the quality of cognitive functioning
Piagetian Approach
This approach studies how kids process information from the time they encounter it until they use it
Information-Processing Approach
identify what brain structures are involved in specific aspects of cognition
Cognitive Neuroscience Approach
effects of environmental aspects to the learning process, particularly the role of parents and caregivers
Social-Contextual Approach
association of a stimulus [neutral] with another stimulus [unconditioned] to produce a response [conditioned]
classical conditioning
association of behavior and event
operant conditioning
a case in which we are not able to remember memories from when we are infants
infantile amnesia
actions goal-oriented and adaptive to circumstance and conditions of life
intelligent behavior
measures intelligence by comparing examinees’ performance with standardized norms
Intelligence Quotient (IQ) Test
standardized test of infant’s mental and motor development
Bayley Scale of Infant and Toddler Development
measures influence of home environment on children’s cognitive growth
Home Observation for Measurement of the Environment
organized patterns of thought and behavior used in particular situations
schemes
infants learn to reproduce desired occurrences originally discovered by chance
circular reactions
Substages of Piagetian Approach
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)
systematic process of providing services to help families meet young children’s developmental needs
early intervention
Substage of Piagetian Approach wherein babies exercise inborn reflexes
Use of reflexes (birth-1 month)
Substage of Piagetian Approach wherein babies repeat pleasurable behaviors that first occur by chance and begin to coordinate sensory information
Primary circular reactions (1-4 months)
Substage of Piagetian Approach wherein actions are intentional but not initially goal-oriented
Secondary circular reactions (4-8 months)
Substage of Piagetian Approach wherein behaviors are purposeful, goal-oriented, and babies now anticipate events
Coordination of secondary schemes (8-12months)
Substage of Piagetian Approach wherein infants show curiosity and use trial and error to solve problems
Tertiary circular reactions (12-18 months)
Substage of Piagetian Approach babies wherein representational ability emerges thus, symbolic thought allows anticipation
Mental combinations (18-24 months)
capacity to store mental images of an object or event
representational ability
Key Development in Sensorimotor Stage
Imitation Object Permanence Symbolic Development Categorization Causality Number
important part of learning
Imitation
realization that object continue to exist even when out of sight
Object Permanence
understanding that images represent something else
Symbolic Development
recognition of classification; nested relationships
Categorization
awareness that one event may cause another
Causality
recognition and manipulation of small numbers
Number
imitation with parts of one’s body that one can see
visible imitation
imitation with parts of one’s body that one cannot see
invisible imitation
reproduction of observed behavior after the passage of time by calling a store symbol of it
deferred imitation
induced to imitate a series of action they have seen but not done before
elicited imitation
objects have their own independent existence
object concept
when infants look for an object where it is first found although they saw it being moved to another place
A-not-B error
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
intentional representations of reality
symbols
ability to understand nature of pictures
pictorial competence
momentary misperception of the relative sizes of objects
scale error
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
familiarity of a stimulus reduces or stops a response
habituation
increase in responsiveness after presentation of a new stimulus
dishabituation
tendency to look at one sight longer than another
visual preference
tendency to prefer new sights to familiar ones
novelty preference
ability to distinguish a familiar visual stimulus from unfamiliar one when shown simultaneously
visual recognition memory
ability to use information gained by one sense to guide another
cross-modal transfer
shared focus of two individual on an object or event
joint attention
it measures visual reaction time and visual anticipation
Visual Expectation Paradigm
speed of gaze shift to a picture that has just appeared
visual reaction time
infant looks at the place where he/she expects the next picture to appear
visual anticipation
usually how infants categorize [shape, color, and pattern]
perceptual features
based on real-world knowledge [function]
conceptual features
dishabituation to a stimulus which conflicts with experience is taken as proof that babies recognize new stimulus as surprising
violation-of-expectations
inborn reasoning abilities
innate learning mechanisms
procedural memory; unconscious recall
Implicit Memory
declarative memory; intentional and conscious memory
Explicit Memory
this part of the brain develop the working memory
prefrontal cortex
short-term storage of information being actively processed
working memory
its development results to longer-lasting memories
hippocampus
refers to mutual interactions with adults who help kid’s activities and fill the gap between their understanding and an adult’s
Guided participation
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
it is a communication system based on words and grammar
Language
forerunner of linguistic speech; utterance of words that are not words
Prelinguistic Speech
a baby’s first means of communication
crying
an infant’s expression to show happiness
cooing
repetition of consonant-vowel sound
babbling
when a baby accidentally imitates a word in which the parents encourage
Accidental Imitation
when a baby imitates and repeats a word without understanding
Deliberate Imitation
True or False. Sound discrimination starts when born.
False. It starts in the WOMB.
smallest unit of speech
Phonemes
True or False. An infant can recognize any phonetic sounds.
True
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.
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
True or False. Bilingual babies learn language at the same rate with those that learn only one.
True
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.
A gesture that expresses an infants thoughts without talking.
pointing
A gesture that is used for social interactions like waving bye-bye, nodding, and shaking one’s head.
conventional social gestures
A gesture that expresses something else like holding arms up to show he/she wanted to be picked up.
representational gestures
A gesture like blowing to show that it is hot and sniffing for flower.
symbolic gesture
A communication used by deaf babies to learn sign language which is similar to babbling,
hand-babbling
verbal expression designed to convey meaning
linguistic speech
single word that conveys a complete thought
holophrase
it is what infants understand
receptive vocabulary
spoken form of vocabulary
expressive vocabulary
early form of sentence used by infants by using just enough essential words to get their message across
telegraphic speech
rules for forming a sentence. It varies depending on the language. Babies are more competent in this by 20-30 months.
Syntax
Characteristics of Early Speech:
Oversimplification
Underextending word meanings
Overextending word meanings
Overregularizing rules
A characteristic of early speech when babies tend to say just enough get their meaning across.
Oversimplification
restricting a word to a single object.
Underextending word meanings
3.using words in too broad of a category.
Overextending word meanings
4.inappropriate use of syntactical rule.
Overregularizing rules
theory that states that learning is based on experience and learned associations
Learning theory
this views learning as the active role of the learner
nativism
who pioneered nativism?
Noam Chomsky
An inborn device which programs an infant’s brain to analyze language that they hear.
Language Acquisition Device (LAD)
the earliest parts of the brain that develops and also in-charge of a baby’s crying
brain stem and pons
its maturation occurs at about the same time when a baby shows repetitive babbling
motor cortex
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
it is the incorporation of elements from different languages within a sentence
code-mixing
it is the switching of various languages between sentences
code-switching
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
ability to read and write.
literacy
focuses on describing what is going on in the image. This resulted to considerable benefits for vocabulary and print skills.
describer style
encourages the kid to focus on the meaning and make inferences as well as predictions.
comprehender style
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
3 Styles of reading to a Kid
describer style
comprehender style
performance-oriented style
