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Psych 150 chapter 4
Cognitive Development in Infancy
| Question | Answer |
|---|---|
| Piagets Theory ( active , motivated) | children are active and motivated learners - naturally curious about the world -seek out info -experiment -"little philosophers |
| Piagets Theory Schemes | actions or mental representations that organize knowledge behavioral schemes -(physical activities) characterize infancy Mental schemes (cognitive activities) develop in childhood |
| Piagets Theory Organization | -grouping of isolated behaviors and thoughts into a higher-order system. Continual refinement of this organization is an inherent part of development. |
| Assimilation Piagets Theory | incorporating new information into existing schemes A child might assimilate the idea that a horse is a type of dog because they both have four legs. |
| Accommodation Piagets Theory | adjusting schemes to fit new information and experiences A child might accommodate the idea that a horse is not a type of dog and that some four-legged animals are horses |
| Equilibration Piagets Theory | A mechanism to explain how children shift from one stage of thought to the next. Shift occurs as children experience cognitive conflict or disequilibrium in trying to understand the world. |
| qualitatively Piagets Theory | Children think in qualitatively different ways at different age levels Stage theory Each of Piaget’s stages is age-related and consists of distinct ways of thinking. |
| Piagets Theory - cognitive development and envrionemnt | Interaction with the physical environment is critical for cognitive development. |
| Piagets theory- social life | Interaction with other people is equally critical. |
| Sensorimotor Stage (Birth – Age 2) | During this stage, children develop skills in attention, exploration, and function. They learn through their senses, including seeing, touching, sucking, and feeling. They also develop the ability to interact with the world in a purposeful way. |
| Object permanence | occurs during the sensorimotor stage where infants understand that objects exist even when they cannot be seen, heard, or touched |
| Orienting/investigative process | nvolves directing attention to potentially important locations: Where in the environment Recognizing objects and their features (such as color and form), that is, what |
| Habituation | pay less attention to their surroundings after being in the same environment for a while. |
| dishabituation | restoring a response to a stimulus that has become weakened u notice a loud fan noise, after a while u stop paying attention to it;if someone suddenly slams a door, u r instantly aware of the fan noise again due to the change in stimulus. |
| Joint attention | Individuals focus on same object Ability to track another’s behavior One person directing another’s attention Reciprocal interaction Skills: Begin to direct adults’ attention to objects Increases infants’ ability to learn from other people |
| implicit memory | memory without conscious recollection; skills and routine done automatically ex brush your teeth, button your shirt, or |
| explicit memory | conscious memory of facts and experiences :appears after 6 months example: Remembering a phone number Recalling a friend's birthday |
| infantile amnesia | adults recall little or none of first three years cause : immature prefrontal lobe |
| Conceptual /perceptual categorization | -group similar objects, events, people or ideas (as young as 3-4 months) -advances occur at age 2 - learns to put things into the correct categories |
| Phonology | the sound system of a language. A phoneme is the small sound unit in a language |
| Morphology | the system of meaningful units involved in word formation |
| Syntax | the system that involves the way words are combined to form acceptable phrases and sentences |
| Semantics | the system that involves the meaning of words and sentences |
| Pragmatics | the system of using appropriate conversation and knowledge of how to effectively use language in context |
| early vocalizations | practice making sounds, communication, and attract attention: Crying - different types of cries Cooing - 2 to 4 months Babbling - middle of the first year |
| vocabulary spurt | 18 months of age spoken vocab increases rapidly once first words are spoken |
| overextension | tendency to apply a word to objects that are inappropriate for word’s meaning A child might use the word "dog" to refer to all four-legged animals, including cats, pigs, and cows |
| underextension | a language development error that occurs when a child limits the use of a word to a specific thing or situation, rather than using it across its full range of meaning : A child might only call their family dog a "dog" and not other dogs. |
| telegraphic speech | a stage of language development in children where they speak in short, concise phrases that focus on content words and omit grammatical morphemes: Not limited to two-word phrases |
| aphasia | damage to brain regions involved in language /loss or impairment of langauge processing |
| Brocas area ( control of speech) damage | difficulty producing words correctly |
| Wernickes area (understanding language ) damage | poor comprehension and fluent but incomprehensible speech |
| LAD (chomsky language acquisition device) | Biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics. --a hypothetical tool in the brain that helps children learn language |
| interaction view | children acquire language most when actively engaged w/ a shared focus of attention & the richness of vocabulary development is significantly influenced by their family's SES , the quality of language used by their parents when interacting with them |
| Child-directed speech: | language spoken in a higher & melodic pitch than normal, simplified vocabulary, repetitive questioning, and a slow or deliberate tempo. Helps capture infant’s attention and maintains communication. Linked to greater word production at two years of age. |
| Recasting | rephrasing something the child has said, perhaps turning it into a question Child says "mummy home": Adult responds with "Yes! Mummy is home!" |
| Expanding | restating, in a linguistically sophisticated form, what a child has said. If your child says "I paint boy," you can respond with "Yes, you painted the boy" |
| Labeling | identifying the names of objects. |
Created by:
Nanyelynunez
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