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FOUNDATIONS > Quiz #4 > Flashcards

Quiz #4 Flashcards

1
Q

Steps in Information Processing

A

Overseen by the executive function
* Attention
* Discrimination
* Organization
* Memory

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2
Q

Attention

A
  • Awareness of a learning situation and active cognitive processing
  • Orientation - directing focus to the stimulus
  • Children are especially motivated by moving or changing objects
  • Bright colors are also motivating
  • Reaction - amount of time required for an individual to respond to a stimulus
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3
Q

Discrimination

A
  • The ability to identify relevant vs. non-relevant information
  • Requires working memory (WM): involves the simultaneous storage and processing of information
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4
Q

Organization

A

The organization of information for future retrieval
Two kinds of organizational strategies:
* Mediational strategies: a symbol forms a link to some information (e.g., an image may facilitate recall of an event)
* Associative strategies: one symbol is commonly linked with another (e.g., cat/dog, boy/girl)

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5
Q

Short Term Memory

A

Storage for a small amount of information to be retrieved soon
* Recalling items on a shopping list
* Recalling a phone number

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6
Q

Long Term Memory

A
  • Information that has been rehearsed and organized
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7
Q

Explicit Memory

A
  • Facts and events
  • Meaning and concepts
  • Important names, dates, etc.
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8
Q

Implicit Memory

A
  • Consists of knowing how to do something, such as putting words together or asking for something
    (recall memory)
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9
Q

Transfer or Generalization

A

The ability to apply previously learned material to similar but novel problems
* When the two are very similar, generalization is called near transfer
* When very dissimilar, generalization is called far transfer

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10
Q

Top Down Processing

A
  • Conceptually driven or affected by expectations about incoming information
    (e.g., the cat caught a …)
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11
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/ …)
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12
Q

Early Cognitive Development

A
  • Humans actively contribute to their own cognitive growth by observing, exploring, experimenting, and seeking information
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13
Q

Sensation

A
  • Reception of sensory information
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14
Q

Perception

A
  • Use of sensory information and previous knowledge to make sense of incoming stimuli
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15
Q

Motor Control

A
  • Muscle movement and the sensory feedback that informs the brain of the extent of that movement
    (e.g., movement initiated - baby laughs and lifts arms to be picked up)
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16
Q

Cognition

A

Mental abilities involved in:
* Comprehension of information
* Langauge acquisition
* Executive function
* Use of knowledge

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17
Q

Early Cognitive Development: Perception

A
  • Babies perceive blurry faces at birth and learn to direct their attention at faces quickly
  • 2 months - prefer a “typical face”
  • 3 months - perceive facial differences
  • Between 4 and 6 months - respond more positively to a smile
  • Between 5 and 8 months - begin to perceive their own face
18
Q

Early Cognitive Development: Motor Control

A
  • Fetus
  • Discernible movement begins at seven weeks
  • Hand to face contact and body rotation are seen at 10 weeks
  • Rhythmic such-swallow pattern established at 6 months
  • Newborn
  • Movements consist of twitches, jerks, and random movements
  • Involuntary motor patterns called reflexes
  • 2 months
  • Oral muscle control to stop and start movement
  • Tactile stimulation is still needed
19
Q

Early Development: Cognition

A
  • Both biology and experience contribute to determining cognitive development and enabling language
  • When a child hears speech sounds over and over, neurons in the auditory system stimulate “connections” in the child’s auditory cortex
20
Q

Speech Development

A
  1. “Cooing” and “Gooing” - noncrying vowel-like sounds
  2. Babbling: consonant + vowel (CV) combinations
  3. Reduplicated Babbling: CV - CV repetitions
    Consonant repertoire: /p/, /b/, /t/, /d/, /g/, /k/, nasals, and the approximant /j/
  4. Echolalia speech, or echolalia: immediate imitation of another speaker
    Variegated Babbling: adjacent and successive syllables are not identical; sound sequences may also include VCV and CVC structures (bada)
    Jargon: a pattern consisting of long strings of unintelligible sounds with adultlike prosody and intonation
21
Q

Emergence of Early Speech Patterns

A
  • Phonetically consistent forms are 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
22
Q

Information Processing & Language Development

A
  • Attention
  • Processing Speed
  • Memory
  • Representational Competence
23
Q

Attention

A
  • The ability of an infant to focus on something while their mother discusses or manipulates it is important for learning and may be a precursor of focusing on a conversational topic
24
Q

Joint Attention

A
  • When one person purposefully coordinates their focus of attention with that of another person
  • Involves two people paying attention to the same thing, intentionally and for social reasons
25
Q

Recall Memory

A
  • The ability to remember something without being prompted
26
Q

Development of Communication

A
  • During the first 3 months, a caregiver’s responding teaches a child the signal value of specific behaviors (stimulus-response sequence)
  • Immediate positive parental responsiveness increases a child to communicate
27
Q

Development of Intentionality

A
  • Intentionality is 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)
28
Q

Stages of Intentionality: Preintentional Stage

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
  • begin to use gestures that demonstrate an understanding of an object’s purpose or use
29
Q

Stages of Intentionality: Gestural Intentions

A
  • Begins at 8 to 9 months
  • Infants use conventional gestures, vocalizations, or both to communicate intentions
  • Extends objects towards others to show/ bring attention to them but does not release them
30
Q

Stages of Intentionality: First Words

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 meanings to form
31
Q

Conventional Gesture: Pointing

A
  • Pointing may include the whole hand or single finger with the arm extended
  • By 12 months, infant pointing to share with others, is a full communicative act
32
Q

Infant Caregiver’s Behavior

A
  • Infant-elicited social behavior consists of material adaptations in speech and language, gaze, facial expression, facial presentation and head movement, and proxemics
  • Maternal responsiveness is determined by maturational level of the infant and culture-specific interactional patterns
33
Q

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
  • Gain and hold the infant’s attention
  • Establish emotional bonds
  • Enable communication to occur at the earliest opportunity
34
Q

Additional Adaptations

A
  • Facial Presentation and Head Movement
  • Proxemics
34
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
35
Q

Facial Expression

A
  • Mock surprise is used to initiate, invite, 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
35
Q

Protoconversations

A
  • Contain the initial elements of emerging conversation
  • Initiation, mutual orientation, greeting, a play dialogue, and disengagement
  • Involves turn taking
36
Q

Interactions Between Infant and Caregiver

A
  • Infant and caregiver interactions are crucial for infant learning and being able to participate in joint experiences
37
Q

Infant-Caregiver Interaction: Joint Reference

A
  • Joint Reference: Presupposes that two or more individuals share a common focus
  • Identification of Autism Spectrum Disorder is partly based on lack of joint reference
38
Q

Infant-Caregiver Interaction: Joint Action

A
  • Joint Action: 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

FOUNDATIONS (3 decks)

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