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Foundations > QUIZ 4 NEW > Flashcards

QUIZ 4 NEW Flashcards

1
Q

steps in information processing (overseen by the executive function)

A

attention, discrimination, organization, memory

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2
Q

attention

A

awareness of a learning situation and active cognitive processing

orientation and reaction

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3
Q

orientation

A

directing focus to the stimulus

children are specifically motivated by moving and changing objects

bright colors are also motivating

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4
Q

reaction

A

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

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5
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

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6
Q

organization

A

the organization of information for future retrieval

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7
Q

two kinds of organizational strategies

A

meditational strategies
associative strategies

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8
Q

meditational strategies

A

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

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9
Q

associative strategies

A

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

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10
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

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11
Q

long-term memory

A

information that has been rehearsed and organized

explicit and implicit memory

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12
Q

explicit memory

A

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

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13
Q

implicit memory

A

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

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14
Q

transfer or generalization

A

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

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15
Q

near transfer

A

when the 2 are very similar

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16
Q

far transfer

A

when very dissimilar

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17
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)

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18
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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19
Q

how do humans actively contribute to their own cognitive growth?

A

by observing, exploring, experimenting, and seeking information

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20
Q

sensation

A

reception of sensory information (receiving)

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21
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

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22
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

INVOLUNTARY TO VOLUNTARY MOVEMENTS

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23
Q

cognition

A

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

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24
Q

Perception at 2 months

A

prefer a “typical face”

25
Q

Perception at 3 months

A

perceive facial differences

26
Q

Perception between 4 and 6 months

A

respond more positively to a smile

27
Q

Perception between 5 and 8 months

A

begin to perceive their own face

28
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

29
Q

motor control- NEWBORN

A

movements consist of twitches, jerks, and random movements

involuntary motor patterns called reflexes

30
Q

motor control- 2 MONTHS

A

oral muscle control to stop and start movement

tactile stimulation is still needed

31
Q

what contributes to determining cognitive development and enabling language?

A

both biology and experience

32
Q

speech development- 2 MONTHS

A

“gooing” or “cooing”

quasi-resonant nuclei- non-crying vowel like sounds

33
Q

speech development- 3 MONTHS

A

vocalizes in response to the speech of others

most responsive if his or her caregivers respond

34
Q

speech development- 5 MONTHS

A

babbling

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

35
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/

36
Q

echolalic speech or echolalia

A

immediate imitation of another speaker

37
Q

variegated babbling

A

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

38
Q

jargon

A

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

39
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

40
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

41
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

42
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

43
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)

44
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

45
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

46
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

47
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

48
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

49
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

50
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

51
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

52
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

53
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)

54
Q

infant and caregiver interactions are crucial for ….

A

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

55
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

56
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

57
Q

protoconversations

A

contain the initial elements of emerging conversation

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

also involves turn taking

58
Q

speech development- between 8-12 months

A

echo laic speech, variegated babbling, and jargon

Foundations (6 decks)

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