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lifespan.feldman.ch5
development.psy2020.tri-c
| Question | Answer |
|---|---|
| piaget's theory-p. 150 | action = knowledge |
| piaget said knowledge is product of | direct motor behavior |
| piaget's four stages p.151 | sensorimotor, preoperational, concreat operational & formal operational |
| piaget emphasized the | quality of of children's knowledge |
| piaget showed infant 3 mothers p.151 | 3-mo. old is happy--but 5 mo. old cries (realizes only one mom) |
| piaget's schemes p.151 | organized patterns of sensirimotor functioning |
| schemes physical | reaching for toys |
| schemes mental | babies mouth a book; adults read the book |
| assimilation piaget p.151 | process in which people understnad an experience in terms of their current stage of cognitive development |
| assimiliation ex. | infant sucks all toys; child says flying squirrel is "bird" |
| accommodation piaget | changes in existing ways of think occur in response to encounters with new stimuli or events |
| piaget early schemes p.151 | sucking & rooting-modified to explore environment |
| sensorimotor stages p 152 six sub-stages | earliest stage of cognitive growth |
| piaget-transition stages? | Yes-infants gradually move to next stage |
| substage 1 p. 153 | simple reflexes |
| simple reflexes | 1 month of life;newborn reflexes, plus simple learning (sucking breast vs. bottle) |
| substage 2 p. 153 | first habits & primary circular reactions |
| 1st habits & primary circular reactions | 1-4 mos.; coordinate actions into activities; ex. thumb, finds thumb & sucks it OWN BODY |
| substage 3 p.153 | secondary circular reactions - 4-8 mos. - OUTSIDE BODY - picks up rattle, shakes, repeats enjoyable events |
| substage 4 p.154 | coordination of secondary circular reactions-8-12 mos. goal-directed behavior |
| substage 5: | tertiary circular reaction--12 mos.-18 mos. |
| tertiary circular reaction | "experiments" by repeating actions (throwing food) for effect |
| mental representation | an internal image of a past event or object |
| piaget-good | great observer, studies support view that children learn by doing-broad outlines of cognitive sequence accurate |
| piaget-bad | "waves" not stages; 2.) other factors than motor abilities |
| infants and object permance p.157 | Piaget said about one year; others have better tests (earlier abilitiy) |
| Piaget wrong on facial imitation | Yes, others say humans have innate facial expressions |
| Piaget's two main failings | a.) he underestimates what young infants can do 2.) stages are too fixed |
| information processing approaches | model that seeks to identify the way individuals take in, use, and store information |
| information processing approaches p. 158-59 | compare to updated versions of computer programming |
| three basic aspects of information processing | encoding, storage & retrieval |
| encoding | process by which information is initially recorded in a form usable to memory |
| storage | placement of material into memory |
| retrieval | process by which material in memory storage is located, brought into awareness and used |
| encoding is like a computer | keyboard |
| storage is like computer | hard drive |
| retrieval | like software that displays info on screen |
| automatization | walking is now automatic; but not for toddlers |
| infants as young as 5 months can add p.160 | because infants look longer at unexpected occurrences than at expected ones |
| memory | process by which information is initailly recorded, stored, and retrieved |
| learn to kick mobile p. 161 | 2 mos.-forget after a few days; 6 mos-remember 3 weeks |
| infantial amnesia | lack of memory for experiences occurring prior to 3 years of age |
| memory in brain is permanent | yes, physical events are in brain, but can they be retrieved? findings say not before 18-24 mos. |
| cognitive neuroscience of memory | brain scans show two systems of memory |
| explicit memory | conscious memory that can be recalled intentionally Ex. name |
| implicit memory | motor skills, habits, activities like climbing a stairway |
| earliest memories are | implicit - cerebellum & brain stem |
| explicit memory | hippocampus; after 6 mos. |
| developmental quotient p. 163 | an overall developmental score for 4: motors skills, language use, adaptive behavior and personal-social |
| Bayley Scales of Infant Development p.163 | 2-42 mos. - focus on two areas-mental (senses, perception, memory) and motor abilities (fine & gross skills) |
| Visual-recogniation memory measurement | measure of how quickly infant can retrieve stimulus |
| cross-modal reference | ability to identify stimulus through another sense (ex. touch screwdriver, then see it) |
| cross-modal reference requires p165 | abstract thinking & is associated with intelligence scores |
| association exists between early information processing | and later IQ scores |
| IQ scores are related to | academic ability |
| information processing approached look at | quantitative change |
| information processing vs. Piaget p. 165 | info processing-pieces -Piaget-whole puzzle |
| language | systematic, meaningful arrangement of symbols which provides the basis for communication |
| phonology | basic sounds of language |
| phonemes | noun-basic sound of languar combined to make words |
| English has | just 40 phonemes |
| morphemes | smallest language unit that has meaning |
| are all morphemes complete words? | no, some are "information bites" like "-ed" for past tense |
| semantics | rules that govern the meaning of words & sentences |
| liguistic comprehension p.168 | comprehension comes before production; ex. 18 mo old understands - pick up your coat & put on chair |
| comprehension during infancy | about 22 words a month |
| linguistic production | the use of language to communicate |
| production of words once speech begins p 168 | about 9 new words a month |
| babbling | making speechlike but meaningless sounds |
| prelinguistic communication | communicating through sounds, facil expressions, gestures, imitation and other nonliguistic means |
| babbling begins | around 2 or 3 months to about 1 year |
| deaf children babble | with hands if they are taught sign language |
| babbling reflects native language p 168 | by 6 months |
| prelinguistic speech p. 170 | ex. "cry of anger" for toy - then later holds out arm in direction of toy |
| first word spoken p 170 | around 10-14 mons. |
| by age 15 months, infants speak | 10 words |
| the "one-word" stage of language ends | around 18 mos. |
| holophrases | one-word uterances that stand for a whole phrase |
| children generally speak | nouns first (ex.-mandarin chinese) |
| two phrases occur p 171 | generally 8 to 12 months after saying first word |
| children use sequence of language p 171 | Yes-ex. Josh ball (josh threw the ball) Engl use noun followed by verb |
| telegraphic speech | speech in which words not critical to the message are left out |
| underextension | overly restrictive use of words, common among children (blankie-is only for the child's blankie) |
| overextensions p 172 | overly broad use of words, overgeneralizing meaning, ex "cars" for trucks, buses, etc. |
| referential style | style of language used to refer to objects |
| expressive style | style of language used to express feelings |
| learning theory approach | language as a learned skill |
| learning theory approach | language acquisition follows basic laws of reinforcement and conditioning |
| learning theory objections -p173 | parents reinforce wrong speech, children show ability to construct language |
| nativist approach | theory that genetically determined, innate mechanism directs language development |
| universal grammar p 173 | Noa Chomsky's theory that the world's language share a similar underlying structure |
| language-acquisition device (LAD) | a neural system of the brain hypothesixed to permist understanding of languag |
| Noam Chomsky -suppor | specific genes for language production; infants process speech same as adults |
| interactionist approaches | language produced through a combination of genetically determined predispositions and environmental circumstances |
| infant-directed speech | type of speech used when-characterized by short, simple sentences |
| motherese | high pitch, short, simple sentences, repitition of words, intonation varied |
| research suggests "motherese' | is world-wide & infants respond to it |
| diminutives 176 | used more with females |
| boys hear clearer language than girsl p176 | "doggie" "dollie" firm no versus why not do this instead? |
| piaget's stages senspeep, concrete, formet | sensorimotor, preoperational, concreat operational & formal operational |
Created by:
walterina4327