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PSY 302 Children Development > Unit 4 & 5 Infancy: Cognitive and Language Development > Flashcards

Unit 4 & 5 Infancy: Cognitive and Language Development Flashcards

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1
Q

Jean Piaget

A

determine how children of different ages organize and understand information and how they act on the world
schemas change through assimilation and accommodation

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2
Q

Schemas

A

cognitive representations of the world

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3
Q

Assimilation

A

incorporation of new experience into existing schema

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4
Q

accommodation

A

modifying schemas to fit new information

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5
Q

4 distinct qualitatively different stages of development

A

sensorimotor period -birth to 2 years
preoperational period - 2-7 years
concrete operational 7-11 years
Formal operational period 11 years through adulthood

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6
Q

Stages of sensorimotor

A

Reflexes
Primary circular reactions
secondary circular reactions
coordination of secondary circular reactions
tertiary circular reactions
mental representation

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7
Q

Sensorimotor stage reflexes

A

birth- 1 month
display movement by sucking and grasping
spontaneous actions by moving fingers libs head and torso

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8
Q

Sensorimotor stage primary circular reactions

A

1-4 months
begin to repeat their actions

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9
Q

Sensorimotor stage secondary circular reaction

A

4-8 months
enjoy watching the effects of their actions

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10
Q

Sensorimotor stage coordination of secondary circular reactions

A

8-12 months
actions are goal-directed and intentional

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11
Q

Sensorimotor stage tertiary circular reaction

A

12-18 months
means-end analysis
increased creativity by engaging in trial and error to explore consequences with actions

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12
Q

Sensorimotor stage mental representation

A

18-24 months
able to mentally represent and manipulate objects and events in their minds using language symbolic play and deferred imitation

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13
Q

object permanence

A

the understanding that objects continue to exist independent of one’s immediate perceptual experience
7-months old fail 9-months

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14
Q

mental representation

A

the ability to hold and manipulate objects and events in one’s mind

18-24 month
language: children enter a vocabulary spurt (6-8 weeks)
pretend play: toddlers play pretend

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15
Q

challenges to Piaget and new theoretical orientations

A
  • nativists believed that Piaget underestimated infants’ cognitive ability
    -dynamic system theorists: believed that Piaget neglected in the moment contextual influences that affected how children performed on certain tasks
  • information processing theorists: believed that development is more gradual than Piaget proposed
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16
Q

contemporary perspectives

A

nativist theories focus on the nature side of things

born with mental capacities that are building blocks to cognitive development

nativists claim infants are born with core capacities in areas such as number, object properties,

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17
Q

principle of persistence

A

an innate understanding that objects retain their physical properties

18
Q

infant understanding gravity and support

A
19
Q

infants understanding of number

A
20
Q

challenges to nativism theories

A

infant looking time patterns may be explained by infants’ attention to perceptual features

might be interested

20
Q

challenges to nativism theories

A

infant looking time patterns may be explained by infants’ attention to perceptual features

when infants show interest in the novelty of the window rather than the impossibility

21
Q

contemporary perspective: Developmental systems theory

A

focusing on the external influences on infants
humans behaviour is the product of many factors create developmental change
rejects innate core capaticies

22
Q

modifying Piaget’s A-not-B task

A

shows that the A not B task is not all mental and it is also phsyical

23
Q

Recognition memory

A

infants pay more attention to a new stimulus vs a familiar stimulus

24
Q

phonological development

A

learning about the sound system of a language

25
Q

semantic development

A

learning about expressing meaning

26
Q

syntactic development

A

learning the rules for combining words

27
Q

pragmatic development

A

learning how language is used in social context

28
Q

phonotactics

A

the permissible structure of syllables, groups of consonants and sequence of vowels in a language

29
Q

phonotactics

A

the permissible structure of syllables groups of consonants and sequences of vowels in a language

30
Q

statistical learning

A

the ability of infants to perceive and learn regularities in language

31
Q

underextension

A

the mapping of words to an overly narrow class of objects
ex: using the word “dog” to refer to only neighbour’ s dog instead of all dogs or even any four-legged animal

32
Q

overextension

A

overgeneralizing of words to an overly broad class of referents
ex: using the word hot to refer to numerous objects (stove, match, candles)

33
Q

telegraphic speech

A

a form of communication used commonly by toddlers that is characterized by simple 2-word sentences

34
Q

Morpheme

A

the smallest unit of meaning in language that cannot be divided further
ex: ‘ing’ ‘s’ ‘ed’

35
Q

over-regularization

A

when infants learn what morphemes mean that start to use it on all words

ex: walked and eat–> eated

36
Q

proto-conversations

A

caregiver-infant interactions that include words sounds and gestures which are well timed and responsive to each other

37
Q

non-verbal social cues

A

infants use others’ gestures (pointing) and eye gaze to learn new words

38
Q

proto-imperatives

A

when infants try to get the adult to do something

ex: infants raising both arms to indicate wanting to be picked up

39
Q

proto-declaratives

A

when infants try to get the adults attention towards something
ex: pointing at something for the adult to look at

40
Q

infant-directed speech

A

the unique way adults talk to infants
higher pitch
slow tempo
frequent changes of amplitude

41
Q

amount of language

A

total number of words than an infant hears

PSY 302 Children Development (5 decks)

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