| Question |
Answer |
| Fast Mapping (pg. 258) |
The fact that children can map a word onto an underlying concept after only a single exposure |
| Telegraphic Speech (pg. 258) |
Speech that is devoid of function morphemes and consists mostly of content words |
| Nativist Theory (pg. 260) |
The view that language development is best explained as an innate, biological capacity |
| Language Acquisition Device (pg. 260) |
A collection of processes that facilitate language learning |
| Genetic Dysphasia (pg. 260) |
A syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence |
| Developmental Psychology (pg. 406) |
The study of continuity and change across the life span |
| Infancy (pg. 410) |
The stage of development that begins at birth and lasts between 18 and 24 months |
| Motor Development (pg. 411) |
The emergence of the ability to execute physical actions |
| Reflexes (pg. 411) |
Specific patterns of motor response that are triggered by specific patterns of sensory stimulation |
| Moro Reflex |
Throwing the arms out, arching the back and bringing the arms together as if to hold onto something (in response to loud noise or sudden change in position of the head) |
| Grasping Reflex |
Can grasp onto things such as other's fingers |
| Babinski Reflex |
Fanning and curling toes when foot is stroked |
| Cephalocaudal Rule (pg. 411) |
The "top-to-bottom" rule that describes the tendency for motor skills to emerge in sequence from the head to the feet |
| Proximodistal Rule (pg. 411) |
The "inside-to-outside" rule that describes the tendency for motor skills to emerge in sequence from the center to the periphery |
| Cognitive Development (pg. 412) |
The emergence of the ability to understand the world |
| Sensorimotor Stage (pg. 413) |
A stage of development that begins at birth and lasts through infancy in which infants acquire information about the world by sensing it and moving around within it (Birth - 2 years old) |
| Object Permanence (pg. 413) |
The idea that objects continue to exist even whey they are not visible |
| Childhood (pg. 415) |
The stage of development that begins at about 18 to 24 months and lasts until adolescence |
| Preoperational Stage (pg. 415) |
The stage of development that begins at about 2 years and ends at about 6 years, in which children have a preliminary understanding of the physical world - Cannot perform concrete operations |
| Concrete Operational Stage (pg. 415) |
The stage of development that begins at about 6 years and ends at about 11 years, in which children acquire a basic understanding of the physical world and a preliminary understanding of their own and others' minds |
| Conservation (pg. 415) |
The notion that the quantitative properties of an object are invariant despite changes in the object's appearance |
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