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TEST 2 CHAPTER 5
| Question | Answer |
|---|---|
| Piaget’s cognitive developmental theory | 4 STAGES between infancy and adolescence |
| Schemes | organized ways of making sense of experiences. change through adaptation and organization |
| Adaptation | building schemes through direct interaction with environment |
| Assimilation | using current schemes to interpret the external world |
| Accomodation | creating new schemes or adjusting old ones when we notice that the old ones do not “fit” |
| Organization | schemes are rearranged internally and linked with others to create a cognitive system |
| Object Permanence | objects continue to exist when they are out of sight |
| Birth to 2 yrs is what stage | sensorimotor stage |
| Structure of the Information Processing theory | we use mental strategies so that we will retain the information, and use it efficiently |
| Sensory register | information enters here. Sights and sounds are represented directly and stored here briefly |
| Working or short-term memory | mental strategies are applied to the information |
| Long-term memory | our permanent knowledge base. To aid retrieval from long-term memory strategies are used to categorize information |
| Memory | Retention of events increases dramatically over infancy and toddlerhood |
| Recognition | the simplest form of memory. Noticing when a stimulus is similar to one that was previously experienced; ideas and concepts |
| Recall | remembering specific items |
| Infantile amnesia | most people cannot retrieve events that happened to them before age 3 |
| Evaluation of information-processing theory s and w | emphasizes the continuity of thinking from infancy into adulthood -strengths- analyzes cognition into its components -weakness- difficulty shaping these components into a comprehensive theory. |
| Vygotsky’s Theory | Sociocultural |
| Sociocultural | Complex mental activities are based in social interaction. Through joint activities with older members of their society, children master activities and think in ways that are meaningful in their particular culture. |
| Zone of proximal development | a range of tasks that a child cannot yet handle alone but can do with the help of more skilled partners. |
| Important about Sociocultural Theory | shows how cultural variations in social experiences affect the development of mental strategies. |
| Behaviorism | Skinner language like all behaviors is acquired through operant conditioning |
| Nativism | Chomsky children are born with a language acquisition device containing a set of rules common to all languages Evidence that there is a sensitive period for language acquisition. |
| Interactionist | links between inner capacities and environmental influences |
| Cooing | vowel like noises start at 2 months |
| Babbling | long strings of vowel/consonant combinations 6 months |
| Overextension | when a word is applied to a wider collection of objects than is appropriate calling all animals “dog" |
| Telegraphic speech | beginning to form two word utterances, such as “go car” |
| Referential language | primarily using words to label objects language learned first |
| Expressive language | express feelings and needs. |
| Zone of proximal | tasks a child can not do alone but can learn by doing with someone else |
| sensorimotoe substages | 6 |
Created by:
aaaashley
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