development.psy2020.tri-c
Help!
|
|
||||
|---|---|---|---|---|---|
| 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
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
walterina4327