Week 4 - Toddlerhood - (B) - cognitive development Flashcards
Sensorimotor stage 5:
tertiary circular reactions (age 12–18 months)
intentionally try out different behaviours to see what the effects will be.
Sensorimotor stage 6:
mental representations (age 18 - 24 months)
toddlers first think about the possibilities and select the action most likely to achieve the desired outcome.
mental representations
Piaget’s final stage of sensorimotor development in which toddlers first think about the range of possibilities and then select the action most likely to achieve the desired outcome
deferred imitation
ability to repeat actions observed at an earlier time
Piaget also believed that ___________ in toddlerhood is the basis of categorisation.
mental representation
Vygotsky’s theory is often referred to as a sociocultural theory because in his view:
cognitive development is always both a social and a cultural process
zone of proximal development
difference between skills or tasks that children can accomplish alone and those they are capable of performing if guided by an adult or a more competent peer
private speech
in Vygotsky’s theory, self-guiding and self-directing comments children make to themselves as they learn in the zone of proximal development
scaffolding
degree of assistance provided to the learner in the zone of proximal development, gradually decreasing as the learner’s skills develop
guided participation
teaching interaction between two people (often an adult and a child) as they participate in a culturally valued activity
infinite generativity
ability to take the word symbols of a language and combine them in a virtually infinite number of new ways
Broca’s area
portion of the left frontal lobe of the human brain that is specialised for language production
Wernicke’s area
portion of the left temporal lobe of the human brain that is specialised for language comprehension
language acquisition device (LAD)
according to Chomsky, innate feature of the brain that enables children to perceive and grasp quickly the grammatical rules in the language around them
specially notable is the amazing burst of language development that occurs at ______ months.
18–24
The first 50 words tend to be words that are part of toddlers’ daily routines (Waxman & Lidz, 2006), and include:
important people (‘Mama’, ‘Dada’)
familiar animals (‘dog’, ‘kitty’)
body parts (‘hair’, ‘tummy’)
moving objects (‘car’, ‘truck’)
foods (‘milk’, ‘toast’)
actions (‘eat’, ‘bath’)
household items (‘cup’, ‘chair’)
toys (‘ball’, ‘bear’)
greetings or farewells (‘hi’, ‘bye-bye’).
holophrase (and age)
single word that is used to represent a whole sentence
(1 - 1.5 years)
overextension (and age)
use of a single word to represent a variety of related objects
(1 - 1.5 years)
underextension (and age)
applying a general word to a specific object
(1 - 1.5 years)
fast mapping (and age)
learning and remembering a word for an object after just one time of being told what the object is called
(1.5-2 years)
telegraphic speech (and age)
two-word phrases that strip away connecting words, such as the and and the
(1.5-2 years)
overregularisation (and age)
applying grammatical rules even to words that are the exception to the rule
(2 -3 years)
During toddlerhood, emotional self-regulation advances in four ways:
- Toddlers develop behaviours that can help them regulate their emotions.
- For example, toddlers who are frightened may run to a trusted adult or older sibling, or cling to a comforting blanket or toy. - Toddlers use language to promote emotional self-regulation.
- talking about feelings with others enhances children’s understanding of their own and others’ emotions, which in turn promotes their emotional self-regulation - External requirements by others extend toddlers’ capacities for emotional self-regulation.
-In toddlerhood, parents begin to convey and enforce rules that require emotional self-regulation: no hitting others no matter how angry you are etc. - Emotional self-regulation in toddlerhood is promoted by the development of the sociomoral emotions.
- Becoming capable of guilt, shame and embarrassment motivates toddlers to avoid these unpleasant emotional states. they learn emotional self-regulation as part of an effort to win approval from others and avoid their disapproval.
empathy
ability to understand and respond helpfully to another person’s distress
prosocial behaviour
positive behaviour towards others, including kindness, friendliness and sharing
self-recognition (+age)
ability to recognise one’s image in the mirror as one’s self
During 2nd and 3rd years
self-reflection (+age)
capacity to think about one’s self as one would think about other people and objects
During 2nd and 3rd years
Between ____and _____months of age is when children first identify themselves and others as male or female. At age ____, they also apply gender terms like boy and girl, woman and man to others
18 - 30
2
ethology
study of animal behaviour
anaclitic depression
depression caused by no one to lean on (children)
primary attachment figure
person who is sought out when a child experiences some kind of distress or threat in the environment
secure base
role of primary attachment figure, allows child to explore world while seeking comfort when threats arise
goal-corrected partnership
both people use language to communicate about the child’s needs and the primary attachment figure’s responses.
stranger anxiety
fear in response to unfamiliar people, usually evident in infants by age 6 months, peaks at 12 months
secure attachment
healthiest classification of parent–child attachment, in which the child uses the parent as a secure base from which to explore, protests when separated from parent and is happy when the parent returns
insecure–avoidant attachment
classification of parent–child attachment in which there is relatively little interaction between them, and the child shows little response to the parent’s absence and may resist being picked up when the parent returns
insecure–resistant attachment
classification of parent–child attachment in which the child shows little exploratory behaviour when the parent is present, great distress when the parent leaves the room and ambivalence upon the parent’s return
disorganised–disoriented attachment
classification of parent–child attachment in which the child seems dazed and detached, with possible outbursts of anger, when the parent leaves the room, and exhibits fear upon parent’s return
Ainsworth concluded that the quality of attachment was based mainly on how __________ and _______the mother was. (+dfs)
sensitive and responsive
sensitive means to be good at judging what the child needs at any given time.
To be responsive means to be quick to assist or soothe the children when they need it.
3 complaints of attachment theory
-Fails to recognise that children are born with different temperaments
e.g. If, in the Strange Situation, a toddler is highly anxious when the mother leaves the room, then behaves aggressively by pushing her away when she returns, it could be due to a difficult temperament, not to the mother’s failure to be sufficiently sensitive and responsive
-Second, in attachment theory, the direction of influence is one-way, from parents to children, but increasingly in recent decades researchers of human development have emphasised that parent–child relations are reciprocal or bidirectional.
- possible cultural biases in the theory.
autism
developmental disorder marked by a lack of interest in social relations, abnormal language development and repetitive behaviour
Main 3 features for autism diagnosis (two additional not used in diagnosis):
(1) lack of interest in social relations;
(2) abnormal language development; and
(3) repetitive behaviour
Many children with autism also prefer to have highly predictable routines and hate to have them disrupted. Some also have exceptional, isolated mental skills
In Australia, approximately _____ of children fit the diagnostic criteria for autistic spectrum disorder (ASD)
2.5%
Usually the diagnosis of autism or ASD is made during ______. at _______ years
toddlerhood, at 2–3 years
displacement effect
in media research, term for how media use occupies time that may have been spent on other activities
