Test 1 Learning Objectives 5-6

Question 0

tiny gaps between neurons where fibers from different neurons come close together but do not touch

Answer 0

Synapses

Question 1

nerve cells that store and transmit information

Answer 1

Neurons

Question 2

how neurons send messages to one another by releasing these chemicals, which cross the synapse

Answer 2

Neurotransmitter

Question 3

returns neurons that are not needed at the moment to an uncommitted state so they can support future development

Answer 3

Synaptic pruning

Question 4

causes the dramatic increase in brain size during the first two years. Half the brains volume is made up of these, which are responsible for myelination.

Answer 4

Glial cells

Question 5

the coating of neural fibers with an insulating fatty sheath that improves the efficiency of message transfer, contributes most to the weight of the brain

Answer 5

Myelination

Question 6

surrounds the rest of the brain, resembling half of a shelled walnut. It is the largest brain structure- 85% of the brains weight and contains the greatest number of neurons and synapses.

Answer 6

cerebral cortex

Question 7

regions with the most extended period of development

Answer 7

Frontal lobes

Question 8

responsible for thought- in particular, for consciousness, inhibition of impulses, integration of information, and use of memory, reasoning, planning, and problem solving. Functions more effectively from 2 months on. Helps to regulate emotions. Last part of the brain to be fully developed.

Answer 8

Prefrontal Cortex

Question 9

verbal abilities, positive emotion

Answer 9

Left brain

Question 10

spatial abilities (judging distances, reading maps, and recognizing geometric shapes), and negative emotion

Answer 10

Right brain

Question 11

many areas of the brain are not yet committed to specific functions, has a high capacity for learning. If part of the cortex is damaged, other parts can take over the tasks it would have handled.

Answer 11

Brain Plasticity

Question 12

Trying to prime infants with stimulation that they are not ready for can cause them to …., threatening their interest in learning, much like stimulus deprivation.

Answer 12

Withdrawal

Question 13

refers to the young brains rapidly developing organization, which depends on ordinary experiences: opportunities to see and touch objects, to hear language and other sounds, and to move about and explore the environment.

Answer 13

Experience-Expectant Brain Growth

Question 14

occurs throughout our lives. Consists of additional growth and the refinement of established brain structures as a result of specific learning experiences that vary widely across individuals and cultures

Answer 14

Experience-Dependant Brain Growth

Question 15

not being sure when or if your next meal will come.

Answer 15

Food insecurity

Question 16

infants whose weight, height, and head circumference are substantially below age related growth norms and who are withdrawn and apathetic. Half of these cases involve a disturbed parent-infant relationship.

Answer 16

Growth faltering

Question 17

…may play the greatest role in infant cognitive development. By grasping, turning things over and seeing what happens when they are released, infants learn about sights sounds, and feel of objects.

Answer 17

Reaching

Question 18

poorly coordinated swipes made by newborns. Disappears around 7 weeks when eye movements are improved. These early behaviors suggest that babies are biologically prepared for hand-eye coordination.

Answer 18

Prereaching

Question 19

our sense of movement and location in space, arising from stimuli within the body.

Answer 19

proprioception

Question 20

a clumsy motion in which the infants fingers close against the palm

Answer 20

Ulnar grasp

Question 21

using the thumb and index finger to grasp well-coordinated, end of the first year

Answer 21

Pincer grasp

Question 22

What is the greatest change in hearing over the first year?

Answer 22

babies start to organize sounds into complex patterns.

Question 23

infants display a sense of musical phrasing between….

Answer 23

4 and 7 months

Question 24

Infants can distinguish musical tunes on the basis of variations in rhythmic patterns between...

Answer 24

6 and 7 months

Question 25

...can make comparable discriminations in human speech

Answer 25

6-12 months

Question 26

the ability to judge the distance of objects from one another and from ourselves

Answer 26

Depth perception

Question 27

vision undergoes extraordinary changes during the first ...months of life

Answer 27

7-8

Question 28

infants can focus on objects about as well as adults at ... Months

Answer 28

2

Question 29

vision of color becomes adult like at....months

Answer 29

4 months

Question 30

vision reaches a near adult level of about 20/20 at...months

Answer 30

6

Question 31

used in the earliest studies of depth perception. Consists of a plexiglass covered table with a platform at the center, a shallow side with a checker pattern just under the glass, and a deep side with a checkerboard several feet below the glass. Babies would readily cross the shallow side but would avoid the deep side.

Answer 31

Visual cliff

Question 32

first depth cue to which infants are sensitive. Babies 3-4 weeks old blink when something moves toward their face as if it is going to hit.

Answer 32

Motion

Question 33

our eyes have two slightly different views of the visual field. The brain blends these two images, resulting in perception of depth. Emerges between 2 and 3 months.

Answer 33

Binocular depth cues

Question 34

between 5 and 7 months. Something that looks three dimensional when it is not.

Answer 34

Pictorial depth cues

Question 35

refers to the difference in the amount of light between adjacent regions in a pattern. If babies are sensitive to this in two or more patterns, they prefer the one with more contrast.

Answer 35

Contrast Sensitivity

Question 36

​According to Piaget, specific psychological structures- organized ways of making sense of experience- called....- change with age.

Answer 36

Schemes

Question 37

At first schemes are...action patterns.

Answer 37

Sensorimotor

Question 38

involves building schemes through direct interaction with the environment

Answer 38

Adaption

Question 39

we use our current schemes to interpret the external world. Example: when objects were dropped, the child assimilates them into the sensorimotor dropping scheme.

Answer 39

Assimilation

Question 40

we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely. Example: when items are dropped in different ways, the dropping scheme is modified to take account of the varied properties of objects.

Answer 40

Accommodation

Question 41

a process that takes place internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system.

Answer 41

Organization

Question 42

According to Piaget, schemes reach a true state of... when they become part of a broad network of structures that can be jointly applied to the surrounding world.

Answer 42

equilibrium

Question 43

spans the first two years of life. Piaget believed that infants and toddlers think with their eyes, ears, hands and other equipment. They cannot yet carry out many activities inside their heads.

Answer 43

Sensorimotor Stage

Question 44

The reaction is this way because, as the infant tries to repeat the event again and again, a sensorimotor response that originally occurred by chance becomes strengthened into a new scheme.

Answer 44

Circular reaction

Question 45

repeating chance behaviors largely motivated by basic needs

Answer 45

Primary Circular Reaction

Question 46

babies try to repeat interesting events in the surrounding environment that are caused by their own actions.

Answer 46

Secondary Circular Reaction

Question 47

coordinating schemes deliberately to solve simple problems.

Answer 47

intentional or goal directed behavior

Question 48

the understanding that objects continue to exist when they are out of sight.

Answer 48

object permanence

Question 49

if they reach several times for an object at a first hiding place (A), then see it moved to a second (B), they still search for it in the first hiding place (A). Piaget concluded that they do not have a clear image of the object as still existing when hidden from view.

Answer 49

A-not-B search error

Question 50

internal depictions of information that the mind can manipulate.

Answer 50

Mental representations

Question 51

mental pictures of objects, people, and spaces.

Answer 51

Images

Question 52

categories in which similar objects or events are grouped together

Answer 52

Concepts

Question 53

the ability to remember and copy the behavior of models of those that are not present.

Answer 53

Deferred Imitation

Question 54

children act out every day and imaginary activities.

Answer 54

Make-Believe Play

Question 55

Do cognitive attainments of infancy and toddlerhood develop together in the neat, stepwise fashion Piaget predicted?

Answer 55

No

Question 56

babies are born with a set of innate knowledge systems, or core domains of thought. Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid, development.

Answer 56

Core Knowledge Perspective

Question 57

We hold information in three parts in the mental system for processing:

Answer 57

the sensory register, working, or short term memory, and long term memory.

Question 58

First information enters this where sights and sounds are represented directly and stored briefly.

Answer 58

Sensory register

Question 59

In the second part of the mind,....., we actively apply mental strategies as we “work” on a limited amount of information.

Answer 59

working or short-term memory

Question 60

directs the information. It decides what to attend to, coordinates incoming information with information already in the system, and selects, applies, and monitors strategies.

Answer 60

Central executive

Question 61

our permanently knowledge base, which is unlimited. This is the third and largest storage area.

Answer 61

Long term memory

Question 62

refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners

Answer 62

Zone of Proximal Development

Question 63

emphasizes that children live in rich social and cultural contexts that affect the way their cognitive world is structured. He believed that complex mental activities, like voluntary attention and problem solving have origins in social interaction. This happens through the zone of proximal development.

Answer 63

Vygotsky’s sociocultural theory

Question 64

the adult guides and supports, adjusting the level of support offered to fit the child’s current level of performance.

Answer 64

Scaffolding

Question 65

Vygotsky emphasizes that many aspects of cognitive development are....

Answer 65

socially prompted and encouraged.

Question 66

Vygotsky Stressed the importance of....

Answer 66

Social interaction

Question 67

Form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts.

Answer 67

Child-Directed Speech

Question 68

Deaf children need access to....to experience natural language learning.

Answer 68

other deaf adults and peers