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Quiz 2 Flashcards

1
Q

Assimilation

A

Incorporate new information or experience into existing knowledge schemes.

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2
Q

Accommodation

A

Adjust existing schemes to take in new information and experience.

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3
Q

Organization

A

Grouping isolated behaviors into higher-order cognitive system. Undergoes continual refinement and cognitive organization of experiences.

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4
Q

Disequilibrium

A

Cognitive conflict motivation for change.

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5
Q

Equilibrium

A

Explanation of cognitive shift (qualitative) from one stage of thought to next.

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6
Q

Theory

A

Unifies experiences and biological maturation to explain cognitive development. Motivation is internal search for equilibrium.

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7
Q

Sensorimotor Stage

A

Infants coordinate sensory experiences with motor actions. Object permanence.

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8
Q

Preoperational Stage

A

Second stage. Children represent world with words, images and drawings. Not ready to perform operations.

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9
Q

Intuitive Thought

A

Substage of Preoperational. Use of primitive thinking, seeks answers to all sorts of questions.

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10
Q

Symbolic Function

A

Substage of Preoperational. Gain ability to mentally represent an object that’s not present.

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11
Q

Egocentrism

A

Inability to distinguish own view from another’s view.

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12
Q

Animism

A

Lifelike qualities given to inanimate objects.

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13
Q

Centration

A

Focusing attention on one characteristic to exclusion of all others.

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14
Q

Conservation

A

Object or substance amount stays same regardless of changing appearance; lacking in preoperational stage.

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15
Q

Concrete Operational Stage

A

7-11 years. Logical reasoning replaces intuitive reasoning if applied to specific examples. Understands who is father, mother, brother.

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16
Q

Seriation

A

Involves stimuli along quantitative dimension.

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17
Q

Transitivity

A

Relationships between objects.

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18
Q

Formal Operational Stage

A

11-15. Abstract logical way. Solving ability increases.

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19
Q

Hypothetical- deductive reasoning

A

Cognitive ability to develop hypothesis and systematically find best way to solve problem.

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20
Q

Imaginary Audience

A

Others are interested in them as they are. Desire to be noticed, visible.

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21
Q

Personal Fable

A

Adolescents sense of uniqueness and invincibility.

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22
Q

Piaget’s Theory

A

Vision of children as active and constructive thinkers.

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23
Q

Vygoysky’s Theory

A

Proposed that children learn through their surrounding culture and interactions.

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24
Q

Zone of proximal development

A

Difference between what a learner can do without help and what he or she can do with help. Range of tasks too difficult for child to master alone.

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25
Scaffolding
Learning process designed to promote a deeper learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals.
26
Private speech
speech spoken to oneself for communication, self-guidance, and self-regulation of behavior. 3-7 years of age. Inner speech: child's thoughts.
27
Realistic Thinking
See the world as it is and accepts it as is - does not try to change anything.
28
Pragmatic Thinking
wishes the world was a better place but recognizes what it actually is - tries to improve things but recognizes that nothing changes overnight and that some things will never change.
29
Reflective thinking
Process of analyzing, evaluating, and making judgements about what has happened.
30
Relativistic Thinking
Thinking using both reason and intuition.
31
Postformal Thought
Thinking is less abstract and less absolute than formal operational thought. Provisional, realistic and open to emotions and subjective.
32
Information processing approach
Analyzes the way people process information about their world. Effectiveness involves stimulus, attention, memory and thinking.
33
Encoding
Information enters memory
34
Automaticity
Ability to process information with little or no effort
35
Strategy construction
Discovering new procedure for processing information
36
Metacognition
Cognition about cognition or knowing about knowing
37
Attention
Focusing of mental resources.
38
Infancy
Orienting and investigative process.
39
Selective attention
Focusing on specific aspect of experience that is relevant while ignoring others
40
Divided attention
Concentrating on more than one activity at a time.
41
Sustained attention
Maintain focus on selected stimulus over prolonged period. Called vigilance.
42
Executive attention
Focus on action planning, goals, errors and compensation and unknown.
43
Infancy Attention
Habituation, Dishabituation, joint attention, gaze following.
44
Childhood Attention
Attention control increases.
45
Adolescence Attention
Processing of irrelevant information decreases, ability to shift from one activity to another at will, better at multi-tasking.
46
Adulthood Attention
May not be able to focus on relevant information, less adept at selective attention.
47
Implicit Memory
Memory without conscious recollection; skills and routine done automatically.
48
Explicit Memory
Conscious memory of facts and experiences; appears after 6 months
49
Infantile Amnesia
Childhood amnesia, adults recall little or none of first three years, prefrontal lobes in brain play important role.
50
Short-term memory
Retains information up to 15 to 30 seconds without rehearsal (span is very limited)
51
Working Memory
Mental workbench for manipulating and assembling information. More active and powerful than short-term memory.
52
Long-term memory
Permanent, unlimited memory.
53
Imagery
Works better for older children; creating mental images for verbal information.
54
Elaboration
Adolescents more likely to use; engaging in more extensive processing of information, use of examples and self referencing.
55
Fuzzy Trace Memory
Verbatim memory trace and gist
56
Verbatim Memory Trace
Precise details
57
Gist
Central idea of information. Children use gist more as they grow up. Fuzzy traces are built up; more enduring.
58
Knowledge
Influences why people notice and how they organize, represent, interpret information.
59
Episodic Memory
Episodic memory is a category of long-term memory that involves the recollection of specific events, situations and experiences.
60
Semantic Memory
Semantic memory is the portion of long term memory which is concerned with ideas, meanings, and concepts which are not related to personal experiences.
61
Source memory
vivid and substantially accurate memories of events which are erroneous in one key aspect
62
Meta cognition
Knowledge about when and where to use particular strategies
63
Theory of mind
the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own
64
Infinite Generativity
Ability to produce an endless number of meaningful sentences using a finith set of words and rules
65
Phonology
Sound system of language; how the sounds are used
66
Morphology
Morphemes: units of meaning in word formation
67
Syntax
Ways words are combined to form acceptable phrases and sentences
68
Semantics
Meanings of words and sentences
69
Pragmatics
Appropriate use of language in context; can be complex
70
Referential
Words that refer to objects
71
Expressive
Greater use of pronouns and socially linked words
72
Telegraphic speech
Short and precise words without grammatical markers
73
Satire
Use of irony, derision, or wit to expose folly or wickedness
74
Dialect
Variety of language distinguished by vocabulary grammar or pronunciation
75
Wernicke's area
In brains left hemisphere involving language comprehension
76
Broca's Area
In brains left frontal lobe involved in speech production
77
Aphasia
Language disorder resulting from brain-damage; loss of ability to use words
78
Chomsky
Humans biologically prewired for language
79
Language acquisition device (LAD)
Biological at endowment to detect features, rules of language
80
Interactionist view of language
Language has strong biological foundations, acquisition influenced by experience, enriched environments have more positive affect
81
Bruner
Stresses roles of parents and teachers help construct language acquisition support system (LASS)
82
Recasting
Building on what the child is saying in the form of a question
83
Expanding
Building on what the child is saying
84
Labeling
Helping the child identify an object of an incident.
85
What are emotions?
Biological roots, but shapes by culture and relationships.
86
Emotion-coaching approach
Monitor child's emotions. Negative emotion is a coaching opportunity.
87
Emotion-dismissing approach
Deny, ignore negative emotions. Linked to poor emotional regulation in child.

Lifespan (4 decks)

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