Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Foundations > Quiz 4 > Flashcards

Quiz 4 Flashcards

1
Q

working memory

A

helps retain info long enough for us to process it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

information processing modell

A

how incoming information is processed represents the voluntary problem-solving strategies of each person

problem solving strategies for information processing are overseen by the executive function–> how we process in a neurocognitive way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

steps in information processing (overseen by the executive function)

A

attention, discrimination, organization, memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

attention

A

awareness of a learning situation and active cognitive processing

orientation and reaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

orientation

A

directing focus to the stimulus

children are specifically motivated by moving and changing objects

bright colors are also motivating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

reaction

A

amt of time required for an individual to respond to a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

discrimination

A

ability to identify relevant vs. non-relevant info

requires working memory (here and now) involved the simultaneous storage and processing of information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

organization

A

the organization of information for future retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

two kinds of organizational strategies

A

meditational strategies
associative strategies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

meditational strategies

A

a symbol forms a link to some info (e.g. an image may facilitate recall of an event)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

associative strategies

A

one symbol is commonly linked with another (e.g. apple/banana, boy/girl)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

short-term memory

A

storage for a small amt of info to be retrieved soon

e.g. recalling items on a shopping list, recalling a phone number

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

long-term memory

A

information that has been rehearsed and organized

explicit and implicit memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

explicit memory

A

facts and events,
meaning and concepts
important names, dates, addresses, birthdays, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

implicit memory

A

consists of knowing how to do something such as put words together or ask something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

transfer or generalization

A

the ability to apply previously learned material to similar but novel problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

near transfer

A

when the 2 are very similar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

far transfer

A

when very dissimilar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

top down processing

A

conceptually driven or affected by expectations about incoming information

e.g. the cat caught a …. mouse (we used what we know)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

bottom up processing

A

data driven; analysis occurs at the levels of sound/syllable discrimination and proceeds upward to recognition and comprehension

e.g. the cat caught a … /b/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

newborn- activation of cortical areas

A

lower brain- basic bodily functioning (breathing) activates

cerebellum and basal ganglia- reflexive movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

2 months of age- the motor cortex becomes more active

A

more control of volitional or voluntary motor behaviors

many reflexive patterns disappear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

3 months of age- the visual cortex become more active

A

child gains a full-range focus

focus on things close in or far distant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

how do humans actively contribute to their own cognitive growth?

A

by observing, exploring, experimenting, and seeking information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

sensation

A

reception of sensory information (receiving)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

perception

A

use of sensory information and previous knowledge to make snse of incoming stimuli

interpretation of sensory info ex)a child hears a “beep” and thinks car

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

motor control

A

muscle movement and the sensory feedback that informs the brain of the extent of that movement

ex) baby laughs and lifts arms to be picked up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

cognition

A

mental abilities involved in
- comprehension of info
- language acquisition
- executive function
- use of knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

how does sensation contribute to learning?

A

increased attention to a specific stimulus increases the chance of remembering that stimulus

as a newborn you are at the mercy of your senses
newborns have difficulty controlling attention or concentrating mental activity
you may struggle to attend to specific sensation at a time OR you may have difficulty “breaking free” from a particular sensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Perception at 2 months

A

prefer a “typical face”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Perception at 3 months

A

perceive facial differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Perception between 4 and 6 months

A

respond more positively to a smile

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Perception between 5 and 8 months

A

begin to perceive their own face

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

increased memory allows…

A

evocation (recalling) of familiar faces, objects and sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

motor control- FETUS

A

discernible movement begins at 7 weeks

hand to face contact and body rotation are seen at 10 weeks

rhythmic suck-swallow pattern established at 6 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

motor control- NEWBORN

A

movements consist of twitches, jerks, and random movements

involuntary motor patterns called reflexes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

motor control- 2 MONTHS

A

oral muscle control to stop and start movement

tactile stimulation is still needed

38
Q

what contributes to determining cognitive development and enabling language?

A

both biology and experience

39
Q

speech development- 2 MONTHS

A

“gooing” or “cooing”

quasi-resonant nuclei- non-crying vowel like sounds

40
Q

speech development- 3 MONTHS

A

vocalizes in response to the speech of others

most responsive if his or her caregivers respond

41
Q

speech development- 5 MONTHS

A

babbling

consonant + vowel (CV) combos
fully resonant nuclei- vowel like sounds

42
Q

speech development- 5 and 6 MONTHS

A

reduplicated babbling
CVCV repetitions

consonant repertoire p,b,t,d,g,k; nasals, and the approximant /j/

43
Q

echolalic speech or echolalia

A

immediate imitation of another speaker

44
Q

variegated babbling

A

adjacent and successive syllables are not identical. sound sequences may also include VCV and CVC structures. (bada)

45
Q

jargon

A

a pattern consists of long strings of unintelligible sounds with adult like prosody and intonation

46
Q

phonetically consistent forms (PCFs)

A

consistent prosodic and speech-sound patterns (e.g. ‘puda’ - family cat or dog) created by a child

may not be an imitation of the adult form-but an indication of sound-meaning relationship

47
Q

attention and joint attention

A

the ability of an infant to focus on something while his mother discusses or manipulates it is important for learning and may be a precursor of focusing on a conversational topic

joint attention- when a child can give attention to same item as their caregiver

48
Q

processing

A

faster processing speed enables operations to be performed more rapidly

with maturation and repeated exposure to the environment, working memory expands and information processing become more automatic

49
Q

what is better recall memory at 9 months related to?

A

its related to better gestural production at 14 months

ex) recall memory- see the puppy and recalls a specific memory about interacting with a puppy, then interacts with a puppy in a similar way

50
Q

what does better recognition and recall at 12 months predict?

A

predicts better language skills at 36 months

51
Q

what is the role of a caregiver

A

provide opportunity for learning without direct instruction

maintains an interactional dialogue with the infant by modifying their own behavior

mutual dialogues reach their greatest frequency at around 3 or 4 months of age

52
Q

what comes first communication or language?

A

communication!!

53
Q

during the 1st 3 months, what does a caregiver’s response teach?

A

teaches a child the signal value of specific behaviors (stimulus-response sequence)

immediate positive parental responsiveness increases a child to communicate

the earlier and often you are responsive the more willing child is to communicate

54
Q

development of communication- NEWBORN

A

caregiver interprets eye contact as a sign of interest or attention

parents of children with congenital blindness or children who avoid eye contact, such as those w autism, may have difficulty relating to their children

55
Q

development of communication- 2 or 3 MONTHS

A

coordinates amounts of time spent gazing
social smile
cry

@ 3 months their vision gets less blurry–> more socialization

56
Q

development of communication- 3-4 MONTHS

A

rituals and game playing

rituals such as feeding provide the child with predictable pattens of behavior and speech

57
Q

development of communication- 5 MONTHS

A

vocalization for different attitudes (happy, sad, hungry)

58
Q

development of communication- 6 MONTHS

A

learns that vocalizations have value and gains interest in toys; babbling gains meaning

59
Q

what is the importance of eye gaze?

A

mutual gaze is important for the formation of attachment or bonding

infant-caregiver bonding is determined by the quality of interactions (longer the gaze the more synchronous)

factors that influence bonding and security include maternal playfulness, sensitivity, encouragement, and pacing

60
Q

what are ways infants can communicate?

A

social smile
crying
eye contact/gazing
grasping (5-6 mos)
gestures

can teach babies signs as young as 7-8 months

61
Q

intentionality

A

exhibited when a child begins to encode a message for someone else

initially, communication intentions are expressed primarily through gestures (I.e. requesting, interacting, and attracting attention)

62
Q

development of intentionality- 6 MONTHS

A

communicate intentions more clearly and effectively

vocalizations/babbling have meaning

63
Q

development of intentionality-7 MONTHS

A

responds differentially to the interactional partner

stay close to the caregiver

following caregivers’ movements –> imitation of actions

becomes distressed if he/she leaves (stranger danger)

64
Q

development of intentionality- 8-12 MONTHS

A

imitate simple motor behaviors

follow maternal pointing and glancing
parents can consistently recognize (some children on the spectrum don’t have this skill)

infant intonational patterns

look at their partners at the beginning of a vocal turn

65
Q

preintentional state (1/3)

A

begins at birth

caregivers interpret the infant’s behavior and respond accordingly

toward the end of this initial period of intentional development
- become more interested in manipulating objects (using toys, putting mouth)
- begin to use gestures that demonstrate an understanding of object purpose or use

communication is limited to cries, coos and use of the face and body nonspecifically

66
Q

gesturational intentions (2/3)

A

begins at 8 to 9 months

infants use conventional gestures, vocalizations, or both to communicate intentions

extends objects towards others to show/bring atttention to them but does not release them

67
Q

pointing

A

may include the whole hand or single finger with the arm extended

by 12 mos. infant pointing to share with others, is a full communicative act

68
Q

what are the first two initial gestures

A

protoimperitives and protodeclaratives

69
Q

protoimperitives

A

requests

requesting objects, participation, or actions

70
Q

protodeclaratives

A

pointing or showing, maintaining joint attention

71
Q

first words (3/3)

A

intent becomes encoded in words with or without gestures

each language allows only certain syllable and phoneme sequencing structures, so predictability is high within words

predictable familiar words and phrases become associated with familiar contexts helping early meaning to form ex) “night night” assoc. w bedtime

72
Q

infant -elicited social behavior

A

consists of maternal adaptations in speech and language, gaze, facial expression, facial presentation and head movement, and proxemics

maternal responsiveness is determined by the maturational level of the infance and culture-specific interactional patterns

73
Q

what is infant directed speech?

A

characterized by higher pitch, short utterance length, simple syntax, and use of core vocabulary

mothers paraphrase and repeat themselves

children who are deaf and exposed to maternal signing from birth achieve all linguistic milestones at or before hearing children

74
Q

what does infant directed speech do?

A

gain and hold the infant’s attention

establish emotional bond

enable communication to occur at the earliest opportunity

75
Q

gaze

A

a mother may remain in eye contact with her infant for a longer duration than in adult-directed conversations

during play, maternal gazing occurs up to 70% of the time simultaneous with vocalization

a mother monitors her infant’s gaze, adjusting conversational topic accordingly

76
Q

facial expression

A

mock surprise is used to initiate invire or signal readiness

an exchange can be maintained or modulated by a smile or an expression of concern

mothers use expressions to maintain infants’ attention and aid comprehension

77
Q

speech development- between 8-12 months

A

echo laic speech, variegated babbling, and jargon

78
Q

what are additional adaptations mothers use?

A

facial presentation and head movement to transmit messages (many games are accomplished by full-face presentation)

proxemics- a mother communicates with her infant from a very close distance (as an infant gets older, american mothers communicate from a greater distance, which results in decreased touching and more eye contact)

79
Q

infant and caregiver interactions are crucial for ….

A

crucial for infant learning and being able to participate in joint experiences

80
Q

joint reference

A

presupposes that 2 or more individuals share a common focus

identification of autism is partly based on lack of joint reference

81
Q

development of joint reference
JOINT ATTENTION (0-6 MONTHS)

A

from visually following caregiver
attending to utterances
following line of regard

82
Q

development of joint reference
INTENTION TO COMMUNICATE (7-8 MONTHS)

A

pointing or showing
reach-for-real
reach-for-signal

83
Q

development of joint reference
GESTURE AND VOCALIZATION (8-12 MONTHS)

A

protoimperatives and protodeclaratives

84
Q

development of joint reference
NAMING AND TOPICALIZATION (12+ MONTHS)

A

joint reference within dialogues

85
Q

joint action

A

refers to shared behaviors in familiar contexts, providing a structure in which language can be analyzed (I.e. a routine).

familiar contexts
- game playing
- routines

86
Q

game playing

A

each mother and infant develop a unique set of interpersonal games, which becomes ritualized exchanges

mothers adjust to developmental changes in their infant’s internal state

87
Q

sequence of social play

A

two episodes that may occur several times per minute

greeting
moment of mutual gaze
maternal mock surprise
infant response (wide eyes, an open mouth, a smile, and head reorientation)

88
Q

engagement episodes

A

establish attention, maintain attention, or enter into play

maternal behaviors often occur in repetitive runs within each episode

89
Q

time out

A

rests used to readjust the interaction (give the child time to respond)

90
Q

turn taking

A

most early turns last for less than 1 second

lack of maternal pauses can cause overstimulation and a less responsive infant

gaze, facial expression, body movement, or vocalization can all fill a turn

91
Q

protoconversations

A

contain the initial elements of emerging conversation

initiation, mutual orientation, greeting, a play dialogue, and disengagement

also involves turn taking

92
Q

situational variations

A

mothers use a variety of situations to facilitate language and communication development

interactional situations account for almost all activities of a 3 month old infant
- mother’s lap–> body parts
- crib/bed–>. bedtime, routine
- infant seat
- bath–> routine

Foundations (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions