test 3 cognition/language Flashcards
assimilation
assimilating new information into what you already know. putting it into an already existing schema
accomadation
creating new schemas or changing the way one thinks about something to interpret new information
primary circular reactions
1-4 months. simple motor habits based around infants body.
secondary circular reactions
4-8 months. imitations of familiar behavior nad interesting effects
coordination of secondary circular reactions
8-12 months. intentional/goal reached behavior
tertiary circular reactions
exploring objects by acting on them in novel ways.
mental representation
18-24 months. internal depictions of objects or events
sensorimotor period
0-2 yrs. 6 sub stages. infants/toddlers using their senses to think
egocentrism
not being able to see things from a perspective other than your own
progressive decentering
infant gradually being able to distinguish themselves /their own perspectives from others
substage 1 - exercising reflexes
infants use their reflexes to interact with the world (birth - 1 month)
substage 2 - developing schemes
reflexes are becoming sensorimotor schemes, there are organized patterns (1-4 months)
substage 3 - discovering procedures
after discovering an interesting procedure, infant may try to create that procedure again (4-8 months)
substage 4 - intentional behavior
infant has intentional and goal reached behavior. Uses schemes to solve problems
invariants
knowledge of what remains constant in a world of change
object permanence
knowledge that even if you cannot see an object under a blanket it is still there/still exists
A not B search error
when object is placed under A, they are able to know it is still there. But even if seen being placed under B, they cannot tell it is still there.
substage 5 - novelty/exploration
Have accurate A-B search. Acting on objects in novel ways. (12-18 months)
substage 6 - mental representations
Can now use their mental representations to solve problems, can solve invisible displacement and have deferred imitation
deferred imitation
ability to remember a models behavior, remember it and copy it later
make believe play
acting out every day / imaginative activities
violation of expectation method
assessing infants physical reality knowledge based on attention to expected vs. unexpected events
inferred imitation
older toddlers guessing what others intentions may be and try to imitate what that could be
preoperational stage
advances in mental representation showed by symbolism
dual representation
ability to see an object both as what it is as well as a symbol for something else
qualitative identity
realization that the nature of something is not changed by physical appearance
limitations of preoperational period
egocentrism, animistic thinking
conservation
idea that physical characteristics do not change even though outward appearance changes
centration
focusing on one part of a situation while ignoring other important parts
irreversibility
ability to go through a series of steps then be able to work backwards from last step to first
hierarchal classification
organization of objects into classes/subclasses based on their similarities or differences
concrete operational stage
7-12 years. thinking more logically, flexible and organized. can solve decentration and reversibility problems
class - inclusion
knowing a sub class cannot be larger than the class it stems from
seriation
ability to order things along along a quantitative dimension (length, weight)
transitive inference
ability to seriate mentally / logically and deduce necessary conclusions
cognitive maps
mental representations of physical spaces
continuum of acquisition
mastering concrete operation tasks one at a time
information processing view
operational thinking represents expansion of information processing
zone of proximal development
Vygotsky. Tasks a child cannot do but can do with encouragement
intersubjectivity
two people start a task with different understanding but end up at a shared understanding
scaffolding
adjusting support level child needs to fit the current level of performance.
private speech
speaking the way through a problem. foundation for higher tasks and comes out more when tasks are more challenging
inner speech
private speech becomes internalized as time goes by. used longer and more often by kids with learning disabilities
challenges of vygotskys view
does not talk about motor development. children do not only learn by using dialogue. does not say much about perception or memory
sensory store
sights and sounds are represented momentarily and and represented directly
long term memory
permanent information storage
short term memory
information only held for a few seconds at a time in order for the brain to “work” on it
mental strategies
strategies used to operate on or transform information as it moves from short term to long term memory
central executive
manages activities and enables complex thinking. reflective part of mental system
automatic process
information so well known that it does not take up space in memory
recognition memory
simple cognition. realizing you have seen this information/stimulus before
recall memory
ability to retrieve information in the absence of a stimulus
characteristics of infant memory
infants use schemes when they come into contact with something they have seen before. show preference to mothers voice and recognition is perfected.
categorization
even infants can reduce amount of information that is given to them by categorizing the information
3 memory strategies
- Rehearsal - reading over and over (flashcards) 2. organization - cognitive maps for information 3. elaboration - connecting new information to something you already know
infantile amnesia
infants seem to not have any long term memory until about 2-3 years of age
episodic memory
memory of specific events or every day events like “episodes” of a tv show
semantic memory
memory of general knowledge
cognitive flexibility
ability to shift between different viewpoints of a conflict
working memory
keeping track or manipulating information as it comes into the short term memory
inhibitory control
ability to inhibit or suppress a response
attention
gradually improves over time. can be fostered by caregivers by focusing on their current interest.
inhibiting impulses
happens around 6-10 years. by this time they can solve the marshmallow experiment and also have attention shifting
planning
thinking about a sequence ahead of time, performing steps in order
problem solving
ability to solve a task that is given. drastically improves in early childhood
rules
combining information and making judgments. a form of planning in early childhood
short term memory storage space
allows for complex reasoning and problem solving
reasoning by analogy
reflection of knowledge about items or relations
overlapping waves theory
children try out different strategies, decide which is best, then select it. this also displays autonomic retrieval
ADHD
deficits in executive functions inability to stay focused for longer periods of time and is highly heritable
direct training
providing direct working memory training
indirect training
exercise or mindful training to train the working memory
philosophical mind
how do we know what others think, feel, believe?
social cognitive abilities
use of internal state words (i think)
psychological problem
we cannot perceive others mental states, we can only infer them
metacognition
thinking about the way you think
theory of mind age 1
view people as intentional beings that can have an influence on each other
theory of mind age 2
clearer grasp of others emotions/feelings (first verb is usually mental state words)
theory of mind age 3
thinking is internal but the focus is on behavior that is consistent with desires.
theory of mind age 4
beliefs or desires determine behavior. false beliefs become more apparent.
process oriented approach
infants acquire social understanding through interactions
mental inferences
knowledge of false beliefs and second order false beliefs
recursive thoughts
ability to see a situation from two different perspectives
nativist theory
Chomsky. language is etched into structure pf human brain
language acquisition device (LAD)
innate system with universal grammar that is common to all languages.
Brocas area
supports language reproduction
wernickes area
comprehension of language
limitations of nativist theory
difficulty specifying universal grammar, observations show that more learning is involved
interactionist approach
interactions between environmental and inner capacities creates language. specific brain structures help higher language learning
social interactionist view
active child strives to communicate and lets caregivers know when they need to provide language experiences
cooing
vowel-like noises from an infant (first sounds)
babbling
repeated consonant vowel combonations
joint attention
child attends to same object as the caregiver
preverbal gestures
end of the first year. direct adult attention
infant directed speech
communications with short sentences with exaggerated high pitched experession, clear punctuation and distinct pauses
speech building on babbling
children learn words faster if they already have the sounds/syllables they are already using
under extension
using words too narrowly
overextension
using words to broadly
coining
creating new words that are not a part of the adult language
fast mapping
once children have heard something once, they can immediately remember it if it is brought up again
referential style
language used to label things
expressive style
language used as a pragmatic tool to express needs or social interaction
mutual exclusivity bias
assumption that words refer to totally different categories (hearing new words that word seems to mean something brand new even though it may not)
syntactic bootstrapping
figuring out the meaning of a word by how it is used in syntax
coalition of cues
perceptual/social/linguistic - shift is important with age
whole object assumption
a new noun refers to a whole object instead of its constituent parts
shape bias
a new word extends to things that are of similar shape
lexical contrast
children assume a new word has a totally different meaning than any other word they know
grammatical cues
using cues from sentence structure to find word meaning
telegraphic speech
toddlers using high content words and cutting out shorter and less important words (go apple juice store, leaving out get, and at the store)
overregularization
overextension of grammatical rules to words that are exceptions (runned, goed)
competition model
children weigh possible cues in terms of availability and reliability
pragmatics
effective and appropriate communications that involve taking turns, stating messages clearly, conforming to social rules
meta linguistic awareness
ability to think about language as a system
middle childhood (language)
children can now adapt to the needs of their listeners and evaluate clarity of others messages
code switching
changing seamlessly between two languages in a singe conversation
Vygotsky (language)
language precedes thought
Piaget (language)
cognition precedes language
