Test 2 Chapters 5-7 , 14 Flashcards
Reflexes
innate, fixed patterns of actions that occur in response to particular stimulation
Rooting
stroking the baby’s cheek causes them to turn their head in that direction
Sucking
important for feeding
Swimming
making a swimming motion when they are placed on their bellies
Palmar grasp
grasping things that are in their palm
Stepping
making a stepping motion when held on or above a surface
Moro (startle)
flaring the arms out
Babinski
stroking a baby’s foot, the toes will fair out and then curl back in
Fine motor development
smaller movements (reaching, grasping)
Gross motor development
control over actions that help infants get around in the environment (crawling, standing, walking)
Pre-reaching movements
clumsy swiping movements by young infants toward the general vicinity of objects they see
self-locomotion
the ability to move oneself around in the environment
scale errors
the attempts by a young child to perform an action on a miniature object that is impossible due to the large discrepancy in the relative sizes of the child and the object
Sensation
the processing of basic information from the external world by the sensory receptors in the sensory organs and brain
visual acuity
the sharpness of visual discrimination
contrast sensitivity
the ability to detect differences in light and dark areas in a visual pattern
Poor in infants
Perceptual constancy
the perception of objects as being of constant size, shape, color etc. in spite of physical differences in the retinal image of the object
Object segregation
the identification of separate objects in a visual way
optical expansion
a depth cue in which an object increasingly covers more of the background, indicating that the object is approaching
auditory localization
the perception of the location in space of a sound source
Perception
the process of organizing and interpreting sensor information
cognition
reasoning about objects, spatial relations and events
inter-modal perception
the combining of information from two or more sensory systems
Visual tracking
how an infant follows an object
preferential looking
a method for studying visual attention in infants that involves showing infants two patterns of two objects at the same time to see if the infants have a preference for one over the other
Habituation
show how long the baby looks at a certain object
become less interested in the same toy and more interested when there is a new one
Simplest form of learning
Infant has to see the stimulus, track it and form a memory of it
manual exploration
infants touch objects, don’t understand how pictures differ from the real thing
manual search
Piaget used this method
established object permanence
Before 12 months, an infant’s representation of an object s fragile
Violation-of-expectancy
habituate infant to screen rotating 180 degrees
Box place in the path of the screen
infants as young as 3.5 months know that objects continue to exist when out of sight
Piaget underestimated infant’s knowledge of objects
Critical Period
language develops readily and after which language acquisition is more difficult and less successful
Seems to be prior to 5-7 years of age
Language Comprehension
understanding what others say (or sign or write)
Language Production
refers to actually speaking (or signing or writing) to others
Phonological Development
the acquisition of knowledge about the sound system of language
Phonemes
the elementary units of sounds that distinguish meaning
Comprehension
discrimination of speech sounds
Categorical Perception
Infants and adults can perceive speech sounds as belonging to discrete phonemic categories
/b/ and /p/ are on a similar acoustic continuum but are different sounds
Semantic Development
the learning of the system for expressing meaning in a language, including word learning
Holophrastic period
the period in which a whole phrase is expressed by a single word
Overextension of meaning
using a given word broadly
“dog” to mean any four-legged creature
overregularization
speech errors in which children treat irregular forms of words as if they were regular
Fast mapping
the process of rapidly learning a new word simply from hearing the contrastive use of familiar and the unfamiliar word
linguistic cues
children infer meaning from the linguistic context in which novel words appear
syntactic bootstrapping
the strategy of using the grammatical structure of whole sentences to figure out meaning
Shape bias
children extend a novel noun to novel objects of the same shape, even when the objects differ dramatically in size, color and texture
Pragmatic cues
aspects of the social context used for word learning
syntactic development
learning the syntax of a language
syntax
rules in a language that specify how words from different categories (nouns, verbs, adjective) can be combined
telegraphic speech
usually two word utterances in which nonessential elements are missing
Pragmatic development
the acquisition of knowledge about how language is used
concepts
general ideas or understandings that can be used to group together like objects, events, qualities or abstractions
they make sense of the world and help children to act and think efficiently
naive psychology
a commonsense level of understanding of other people and oneself
Desires and beliefs
intention
the goal of acting a certain way
joint attention
two or more people focus deliberately on the same referent
inter-subjectivity
the mutual understanding that people share during communication
theory of mind
a well-organized understanding of how the mind works and how it influences behavior
false belief problems
tasks that test a child’s understanding that other people will act in accord with their own beliefs even when the child knows that these beliefs are incorrect
object substitution
a form of pretense in which an object is used as something other than itself
sociodramatic play
activities in which children enact minidramas with other children or adults
pretend play
~18 months
make believe activities in which children create new symbolic relations
Stage 1 of Jean Piaget’s concept of moral reasoning
consequence of the action determines if the act was good or bad
Transitional Period of Jean Piaget’s concept of moral reasoning
social interactions with peers
Begin to take another’s perspective
Stage 2 of Jean Piaget’s concept of moral reasoning
Rules can be changed
Punishments should fit the crime
Problems with Jean Piaget’s concept of moral reasoning
Little support for the idea that the quantity of peer interactions are the key for stimulating moral development
Underestimated young children’s ability to appreciate the role of intentionality
Level 1, stage 1 of Kohlberg’s theory of moral reasoning
Preconventional moral reasoning: Punishment and Obedience
obedience to authorities
Moral action is motivated by avoidance of punishment
Level 1, Stage 2 of Kohlberg’s theory of moral reasoning
Preconventional moral reasoning: Instrumental and Exchange Orientation
looking at one’s own best interest
Level 2, Stage 3 of Kohlberg’s theory of moral reasoning
Conventional moral reasoning: Mutual Interpersonal expectations
Doing what is expected by people
Having good motives and showing concern for others
Level 2, Stage 4 of Kohlberg’s theory of moral reasoning
Conventional moral reasoning: Social system and conscience orientation
Fulfilling one’s duties, upholding the laws and contributing to society
keep the social system going and avoid a breakdown in its functioning
Level 3, Stage 5 of Kohlberg’s theory of moral reasoning
Postconventional moral reasoning: Social contract or individual rights orientation
upholding rules that are in the best interest of the group
Level 3, stage 6 of Kohlberg’s theory of moral reasoning
Postconventional moral reasoning: Universal ethical principles
Commitment to self-chosen ethical principles that reflect universal principles of justice
Problems with Kohlberg
moral reasoning is not universal to all cultures
children and adults often reason at different levels depending on the situation
He only interviewed boys
