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Life Span
LS-Chapter 4
| Question | Answer |
|---|---|
| according to Piaget, a mental structure that organized information and regulates behavior | scheme (shemas) |
| according to Piaget, taking in information that is compatible with what one already knows | assimiltation |
| according to Piaget, changing existing knowledge based on new knowledge | accommodation |
| according to Piaget, a process by which children reorganize their schemes to return to a state of equilibrium when disequilibrium occurs | equilibration |
| sensorimotor period | infancy 0-2 yrs |
| preoperational period | 2-7 yrs |
| concrete operational perios | 7-11 |
| formal operational period | adolescence and adulthood 11 and up |
| first of Piaget's four stages of cognitive development, which lasts from birth to approximately 2 yrs | sensorimotor period |
| understanding, acquired in infancy, that objects exist independently of oneself | object permanence |
| difficulty in seeing the world from another's point of view; typical of children in the preoperational period | egocentrism |
| crediting inanimate objects with life and lifelike properties such as feelings | animism |
| according to Piaget, narrowly focused type of thought characteristic of preoperational children | centrationa |
| children believe that all people see the world as he or she does | egoncentrism |
| child focuses on one aspect of a problem or situation but ignores other relevant aspects | centration |
| child assumes that an object really is what it appears to be | appearance as reality |
| infants are born with rudimentary knowledge of the world, which is elaborated based on experiences | core knowledge hypothesis |
| children's belief that living things and parts of living things exist for a purpose | teleological explanations |
| children't belief that all living things have a essence that can't be seen but gives a living thing its identity | essentialism |
| the term... refers to modification of schemes based on expericnces | accommodation |
| according to Piaget, ... are psychological structures that organize experience | schemes |
| Piaget believed that infants' understanding of objects could be summarized as... | "out of sight, out of mind" |
| by 18 months, most infants talk and gesture, which shows that they have the capacity ... | to use symbols |
| preschoolers are often ..., meaning that they are unable to take another person's viewpoint | animism |
| one criticism of Piaget's theory is that it underestimates cognitive competence in ... | infants and young children |
| most 4 yr olds know that living things move, ..., have internal parts, resemble their parents and heal when injured. | grow |
| mental and neural structure that are built in and that allow the mind to operate | mental hardware |
| mental "programs" that are the basis for performing particular tasks | mental software |
| process that determine which information will be processed further by an individual | attention |
| an individual views a strong or unfamiliar stimulus, and changes in heart rate and brain-wave activity occur | orienting response |
| becoming unresponsive to a stimulus that is presented repeatedly | habituation |
| a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus | classical conditioning |
| view of learning, proposed by B.F. Skinner, that emphasizes reward and punishment | operant conditioning |
| memories of the significant events and experiences of one's own life | autobiographical memory |
| counting principle that states that there must be one and only one number name for each object counted | one-to-one principle |
| counting principle that states that number names must always be counted in the same order | stable-order principle |
| counting principle that the last number name denotes the number of objects being counted | cardinality principle |
| one way to improve preschool children's attention is to make irrelevant stimuli ... | less noticeable |
| four-month-old Tanya has forgotten that kicking moves a mobile. to remind her of the link between kicking and the mobile's movement, we could ... | let her view a moving mobile |
| preschoolers may be particularly suggestible because they are less skilled at ... | monitoring the sources of their memories |
| when a child who is counting a set of objects repeats the last number, usually with emphasis, this indicates the child's understanding of the ... principle of counting | cardinality |
| mutual, shared understanding among participants in an activity | intersubjectivity |
| children's involvement in structured activities with others who are more skilled, typically producing cognitive growth | guided participation |
| difference between what children can do with assistance and what they can do alone | zone of proximal development |
| a style in which teachers gauge the amount of assistance they offer to match the learner's needs | scaffolding |
| a child's comments that are not intended for others but are designed instead to help regulate the child's own behavior | private speech |
| the ... is the difference between the level of performance that youngsters can achieve with assistance and the level they can achieve alone | zone of proximal development |
| the term ... refers to a style in which teachers adjust their assistance to match a child's needs. | scaffolding |
| according to Vygotsky, ...is a intermediate step between speech from others and inner speech | private speech |
| unique sounds used to create words; the basic building blocks of language | phonemes |
| speech that adults use with infants that is slow and has exaggerated changes in pitch and volume; it is thought to aid language acquistion | infant-directed speech |
| early vowel-like sounds that babies produce | cooing |
| speech-like sounds that consist of vowel-consonant combinations; common at about 6 months | babbling |
| a child's connections between words and referents that are made so quickly that he or she cannot consider all possible meanings of the word | fast mapping |
| when children define words more narrowly than adults do | underextension |
| when children define words more broadly than adults do | overextension |
| ability to remember speech sounds briefly; an important skill in acquiring vocabulary | phonological theory |
| language-learning style of children whose vocabularies are dominated by names of objects, persons, or actions | referential style |
| language-learning style of children whose vocabularies include many social phrases that are used like one word | expressive style |
| speech used by young children that contains only the words necessary to convey a message | telegraphic speech |
| words or endings of words that make a sentence gramatical | grammatical morphemes |
| grammatical usage that results from applying rules to words that are exceptions to the rule | overregulatization |
| .... are fundamental sounds used to create words | phonemes |
| infants' mastery of language sounds may be fostered by ..., in which adults speak slowly and exaggerate changes in pitch and loundness | infant-directed speech |
| older infants' babbling often includes ..., a pattern of rising and falling pitch that distinguishes statements from questions | intonation |
| youngsters with a(n) ... style have early vocabularies dominated by words that are names and us language primarily as an intellectual tool | referential |
| in ..., a young child's meaning of a word is broader than an adult's meaning | overextenion |
| answers to the question, "How do children acquire grammar?" include linguistic, cognitive, and ... influences | social-interaction |
| when talking to listeners who lack critical information, preschoolers ... | provides more elaborate messages |
| psychological structures that organize experiences | shemes (shemas) |
| what are mental categories or related events, objects, and knowledge | shemes (shemas) |
Created by:
tseeland