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Unit 3 pt2
Cognitive development across the lifespan
| Term | Definition |
|---|---|
| cognition | all the mental activities associated with thinking, knowing, remembering, and communicating |
| schema | a concept or framework that organizes an interprets information |
| assimilation | interpreting new experiences in terms of our resting schemas |
| accommodation | adapting our current schema (understandings) to incorporate new information |
| sensorimotor | in Paiget's theory, the stage (from birth to nearly two years of age) at which infants know the world mostly in terms of their sensory impressions and motor activities |
| preoperational | in Paiget's theory, the stage (from about 2-6/7) at which a child learns to use language but does not yet comprehend the mental operations of concentric age |
| egocentrism | in Paiget's theory, the preoperational child's difficulty taking another's pint of view, showing empathy |
| concentrate operational | in Paiget's theory, the stage of cognitive development (about 7 to 11) at which a child can person the mental operations that enable them to think logically about concrete events |
| conservation | the principle that properties such as mass, volume, and number remain the same despite changes in the forms of the objects |
| formal operational | in Paiget's theory the stage of cognitive development (normally beginning at the age of 12) at which people begin to think logically about abstract concepts |
| scaffold | in Vygotsky's theory, a framework that offers children temporary support as they develop higher levels of thinking |
| theory of mind | peoples ideas about their own and other's mental states- about their feelings, perceptions, and thoughts and the behaviors they may predict |
| language | our agreed- upon systems of spoken, written, or signed words and the ways we combine them to communicating meaning |
| phoneme | in a language, the smallest distinctive sound unit |
| morpheme | in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as prefix) |
| grammar | in a language, a system of rules that enables us to communicate with and understand others |
| universal grammar (UG) | humans predisposition to understand the principles that govern grammar in all languages |
| babbling stage | begins around 4 months old, during at which a infant spontaneously utters various sounds that are not all related to the household language |
| one-word stage | about 1 to 2 years old, at which a child speaks mostly single words |
| two-word stage | beginning at about age 2, during in which a child speaks mostly two- word sentences |
| telegraphic speech | the early speech stage in which a child speaks like a telegram- "go car"- using mostly noun and verbs |
| aphasia | impairment of language, usually caused by left hemisphere damage either to Broca's area or to Wernicke's area |
| broca's area | a frontal lobe brain area, usually in the left hemisphere, that helps control language expressions by directing music movements involved in speech |
| wernicke's area | a brain area, usually in the left temporal loba, involved in language comprehension and expression |
| linguistic determinism | Whorf's hypothesis that language determines the way we think |
| linguistic relativism | the idea that language influences the way we think |
| ecological systems theory | a theory of the social environment's influence on human development using five nested systems ranging direct to indirect |
| stranger anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age |
| attachment | an emotional tie with others; shown in young children by their seeking closeness to caregivers and showing distress on seperation |
| imprinting | the process by which certain animals form strong attachments during early life |
| strange situation | a procedure for studying child-caregiver attachment; a child is placed in an unfamiliar environment while their caregiver leaves and the returns, and the child's reactions are observed |
| secure attachment | demonstrated by infants who comfortably explore environments in the presence of their caregiver, show only temporary distress when the caregiver leaves, and find confort in the caregivers return |
| insecure attachment | demonstrated by infants who display clinging, crying, and anxious attachment |
| avoidant attachment | resists closeness, doesn't bother being away from caregiver |
| disorganized attachment | no consistent behavior when separated or united with caregivers |
| temperament | a person's characteristic emotional reactivity and intensity |
| basic trust | according to Erik Erikson, a sense that the word is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers |
| trauma | children who grown up with trauma often are resilient, especially if they have secure attachment with their caregivers |
| poverty | can increase rates of criminal activity, anxiety, depressions, and substance abuse |
| authoritarian parenting | highly demanding, parents have rules that are strict without flexibility and empathy and consequences that can be severe. |
| permissive parents | unrestrained, with low demands, few rules or punishments, the wanna be your friend parenting style |
| neglectful parenting | uninvolved in the child's life with no restraints or demands, child takes care of themself and makes his/her own decisions |
| authoritative parenting | both demanding and responsive, encourage discussion, and allow exceptions, they feel empathy for their children |
| identity | our sense of self ; according to Erikson, the adolescents task is to solidify a sense by testing and integrating various roles |
| social identity | the "we" aspect of our self-concept; the part of our answer to "who am I" that comes from our group memberships |
| selection effect | seeking out people with similar characteristics, interests, and attitudes as you |
| emerging adulthood | a period from about 18 to mid twenties where people in prosperous western culture are no longer adolescents by have not yet achieved full independence as adults |
| social clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement |
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