Unit 2 (exam 2) Flashcards
belief that inanimate objects have life like qualities and are capable of action
animism
inability to distinguish one’s own perspective from someone else’s
egocentrism
Piaget’s second stage lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action; stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed
preoperational stage
In Piaget’s theory, these are internalized, reversible sets of actions that allow children to do mentally what they formerly did physically.
operations
centering attention on one characteristic to the exclusion of all others
centration
altering a substance’s appearance does not change its basic properties (applies to number, length, volume, and area)
conservation
high-level cognitive processes linked to the development of the prefrontal cortex
executive function
a process in which young children learn the connection between a word and its referent quickly, after only limited exposure
fast mapping
4-7 years, Children use primitive reasoning and want to know the answers to questions THE WHY STAGE
can do seriation tasks (after trial and error) can perform syncretic tasks accurately
intuitive substage
the units of meaning in word formation
children use plural and possessive forms of nouns (dogs and dog’s) appropriate endings -ed past tense.
morphology
the process by which the axons are covered and insulated with a layer of fat cells, which increases the speed at which information travels through the nervous system.
myelination
involves managing one’s thoughts to engage in: - goal-oriented behavior - use of self-control - cognitive inhibition - delay of gratification(self-imposed) Inhibit impulses and regular attention and emotion to wait and obtain desired reward. Walter Mischel in the 1960’s
marshmellow task
appropriate use of language in different contexts
6-year old conversation better than 2-year-old, talk about not here not now places and events
pragmatics
the meaning of words and sentences
vocabulary development
semantics
2-4 years Child gains the ability to mentally represent an object that is not present.
Finds seriation tasks very difficult, shows limited syncretic thought, finding it difficult to concentrate on more than two objects
symbolic substage
the way words are combined to form acceptable phrases and sentences
wh- questions, inverted auxiliary verb where daddy is going?
syntax
Refers to the awareness of one’s own mental processes and the mental processes of others
theory of mind
range of tasks too difficult for the child alone but can be learned with guidance
lower limit can be achieved by child alone
upper limit with adult guidance and instruction
other limits can’t be achieved yet
zone of proximal development
involves changing level of support during a teaching session - close, direct instruction id reduced; as competence increases less guidance
scaffolding
the sound system of a language
pronouncing vowels and consonants
phonology
children realize they are their own person, they assert themselves more frequently and develop a sense of purpose; the ability to take charge of a situation and make things happen
Initiative
a feeling of remorse or regret that we experience when we believe we have done something wrong
Guilt
cognitive representation of self, their self-conceptions
Self-Understanding
Pride, Shame, Embarrassment, and guilt “you should feel bad about biting your sister”
Self-conscious emotions