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CAP Ch. 8
| Question | Answer |
|---|---|
| ages 2 to 6 - a stage in which children's thinking is marked by an absence of logical mental operations | preoperational period |
| children take turns pretending to be something or someone (such as a dog or witch) | cooperative pretend play |
| children play different roles in simple skits of their own devising | sociodramatic play |
| the understanding that a symbol such as a scale model has two meanings; it can be both itself and a representation of a different object | dual representation |
| an understanding that basic properties of substances such as number, mass, and volume remain the same after a transformation that simply changes their appearance and not the amount of substance | conservation |
| actions performed on mental contents, such as addition or subtraction | mental operations |
| a tendency to focus on one salient aspect or dimension in judging quantities (height of liquid or length of a row of coins) | centration |
| a tendency to use how things look rathe rather than their actual quantity to judge amounts | focus on appearances |
| the child's assumption that other people have the same point of view as the child | egocentrism |
| children's attribution of the qualities of living things to inanimate things | animism |
| the understanding that other people don't have the same view of a visual scene and that the scene may appear differently to them than it does to you | visual perspective taking |
| children (ages 2-3) understand other people may not see the same things they see (hiding objects from others successfully) | level 1 perspective taking |
| children (ages 3-4) understand that two people may see the same things differently | level 2 visual perspective taking |
| requires the child to judge how an object looks to another person when the child is presented a conflicting view of the object | perspective confronting |
| children are born with the capacity to create intuitive theories to explain phenomena in their world and categorize the world into different kinds of things | theory theory |
| the ability to understand that other people have different thoughts and beliefs than one's own/behavior is caused by unseen mental states (beliefs, desires, and intentions) | theory of mind |
| the ability to understand that another person might hold a false belief (between ages 4 and 5) | false belief understanding |
| child judges that two persons have different desires about the same object (age 3) | diverse desires |
| child judges that two persons have different beliefs about the same object when the child does not know which belief is true or false (between ages 4 and 5) | diverse beliefs |
| the child sees what's in the box and judges the knowledge of another person who does not see what is in the box | knowledge access |
| child judges another person's false belief about what is in a distinctive container when the child knows what is in the container | contents false belief |
| child judges that a person can feel one emotion but display another emotion | hidden emotion |
| Brain imaging and EEG studies reveal that which regions become active when children around age 5 listen to descriptions of characters' mental states or solve false-belief tasks? | prefrontal cortex, temporal and parietal lobes |
| environmental factors influencing development of a theory of mind | an older sibling, parents who use a lot of mental-state words in their conversations with children or during play interactions/mind-mindedness, and pretend play |
| factors influencing a theory of living things | observing biological processes and children's question and answers provided by adults |
| Adults from ____-SES families provided more extensive answers to children's questions than those from ___-SES families, along with providing their own explanations after an adult gave an unsatisfactory or circular response. | middle, low |
| culturally specific ways of thinking and acting that come between children's experiences and their mental processes (counting and language) | cultural mediator |
| the use of speech to guide one's actions and attention | private speech |
| proposed private speech is used by children to guide their thinking and solve difficult problems; viewed private speech as a manifestation of egocentrism | Vygotsky, Piaget |
| the gap between children's ability to solve a problem independently and their ability to solve it with the help of more capable peers or adults; sensitive responsive to child's behavior, dynamic | zone of proximal development |
| the process by which children's ability to perform a task is enhanced by observing and participating in the activity with a more skilled partner | guided participation |
| the collaboration of adult and child | scaffolding |
| a child attends to and remembers another person's behavior and use it to mee their own goal; AP exhibits goal-directed behavior | observing |
| engaging in similar behavior to achieve a similar goal to a model | emulation |
| engaging in the same behavior as a model, with a similar goal in mind | imitation |
| copying the behavior of a model when it is not relevant to the goal | overimitation |
| a child and model engage in reciprocal actions such as make-believe play or playing a game; exchanging information | sharing |
| a more knowledgeable person aids children in learning a culturally valued skill | transmitting |
| a child participates in an authentic activity with a family member or others from their cultural community | participating |
| the ability to shift and divide attention among diverse stimuli or responses; setting goals, planning actions, monitoring progress toward goals, detecting errors, and compensating for errors | executive attention |
| a child's total score on a set of environmental risk factors, such as income, marital status, environmental stress, and so on | cumulative risk |
| children and adults recall few if any memories prior the age of 3 years | infantile amnesia |
| a type of long-term memory involving personal memories of life events and experiences | autobiographical memory |
| One reason for infantile amnesia is that connecting hippocampal neurons to existing neural circuits | may disrupt some memories formed early in development |
| Another reason for infantile amnesia is that infants encode their experiences _____, whereas older children encode them _____. | nonverbally, verbally |
| a type of memory in which people store generalized versions of the events that occur in a common activity (such as having dinner); third reason for infantile amnesia | script |
| A fourth reason for infantile amnesia is that prior to 18-24 months, children don't have a firm concept of the ____ as continuing over time and being an integral part of their experiences | self/self-awareness |
| A fifth factor underlying improvements in autobiographical memory after age 3 is children's increasing ability to | create well-structured narratives about their experiences. |
| Bauer theorized that the pattern of autobiographical memory data results from the dynamic interaction over time of two processes: | creation of new memories and forgetting |
| Researchers found that children with OCD, Tourette's syndrome, and ADHD differed from neurotypical children in the development of | frontal lobe brain circuits. |
| A common element in the disorders is diminished abilities for | self-regulation. |
| Parents with the highest cumulative risk were also more likely to be ___ in positive engagement and provision of material resources such as toys and books | low |
| Parents help shape the development of EF by | providing structure and organization in the child's environment, supporting their child's learning, and reacting behaviorally and emotionally to daily situations. |
| the ability of children to quickly acquire an approximate meaning of a word from a few exposures to the word used in context | fast mapping |
| when words are repeated in an experimental context, children follow principles of general learning and memory (distributed exposure) | associative learning |
| pointing and eye gaze direct a child's attention to a particular object. When 3-5 year olds hear a new word, they typically either repeat it or acknowledge it in some way within the very next verbal utterance | social cues |
| children who hear a novel word assume that is refers to an item in the environment for which they don't already have a name; objects have a single label | mutual exclusivity assumption |
| children use the syntax of a sentence to figure out the meaning of a word | syntactic context |
| errors in which a child applies a grammatical rule to a word that does not follow the rule | overregularization errors |
| aspects of language that facilitate communicative and social goals (turn-taking, staying on topic, stating message clearly) | pragmatics |
| a set of print-related and oral language skills that are relevant to the process of eventually learning to read using print-related and oral language skills | emergent literacy |
| a print-related skill that is the awareness that spoken words can be broken down into smaller sound-parts | phonological awareness |
| having a conversation about a book while a child and adult read a book aloud together | dialogic reading |
| Five ways to enhance child's autobiographical memory via elaborative reminiscing - drawing child into a conversation and responding to them | Praise child's responses; follow in their responses with related questions; if your child doesn't respond, rephrase your question with new information; keep it fun to help kids form stories |
| explains that children can pass false-belief tasks without a true representational ToM; seeing leads to knowing and knowing leads to getting it right | perceptual access reasoning |
| social constructivist; education plays a central role, helping children learn the tools of the culture; place instruction in a meaningful context; use ZPD and more skilled peers/teachers as help | Vygotsky |
| Cognitive constructivist; education merely refines the child's already emerging cognitive skills; consider the cognitive stage of child; turn the classroom into a setting of exploration | Piaget |
Created by:
alumesi