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psych 10: quiz 2
info from ch 4-8
| Question | Answer |
|---|---|
| Jerome Bruner | Proposed that the earliest social structures for language development involving formats (recurrent socially patterned activities in which adult and child do things together). Developed term for LASS |
| Noam Chomsky | linguist, proposed that language is innate and develops through a universal process of maturation, also proposed LAD as the mechanism by which children learn language |
| Jean Piaget (know the names of his four stages of cogn. development, and associated ages) | Sensorimotor (Birth-2 yrs): realizes connection of sensation and motor; Preoperational (2-6): use symbols to rep objects internally; Concrete (6-12): mastery of logic & develop. of “rational” thinking; Formal (12-19): develop. of abstract & hyp. reasoning |
| Lev Vygotsky | research on the role of social interaction in cognitive development, argued that culture is inseparable from development and that cog. develops to perform culturally valued functions |
| A-not-B error | part of object permanence, when child looks at location A, where the object had been previously found, even though the child observed the object hidden at location B |
| AIDS orphans in Africa | children orphaned because parents died from AIDS, traditionally used to be cared for by extended family, but parents dying has overburdened this system, suffer from same effects of institutional care as other orphaned children, like insecure attachment |
| Attachment: avoidant, resistant, secure | emotional bond that children form w/ caregiver at 7-9 months; a: infants indifferent to where their mom is sitting & might/not cry when mom leaves, r:upset when mother leaves but not comforted by their return, s: comfortable w/ stranger if mom is present |
| autism | a mental condition defined primarily by an inability to relate normally to other people and low scores on intelligence tests |
| axon | the main protruding branch of a neuron; it carries messages to other cells in the form of electrical impulses |
| babbling | a form of vocalizing, beginning at around 7 months, in which infants utter strings of syllables that combine a consonant sound and a vowel sound |
| baby-friendly hospital care | NICU (newborn intensive care unit) : lights are dimmed, babies are watched for cues (hunger or changing); Stethoscopes warmed before placed on baby’s chest; incubators like cozy nests than sterile platforms; family included in the baby’s care |
| brain stem (function and location) | base of brain, which controls such elementary reactions as blinking and sucking, as well as such vital functions as breathing and sleeping |
| Broca’s area | outside surface of the left frontal lobe. Damage in this area causes normal speech to be either absent or severely disrupted |
| centration | young children's tendency to focus on only one feature of an object to the exclusion of all other features |
| cerebellum (function and location) | hind brain (back), coordinates and regulates muscular activity |
| cerebral cortex (function and location) | brain's outermost layer. The networks integrate information from several sensory sources with memories of past experiences, processing them in a way that results in human forms of thought and action |
| collective monologues | communications in which young children each voice their own thoughts without attending to what the others are saying |
| conversational act | actions that achieve goals through language |
| classical conditioning | learning in which previously existing behaviors come to be elicited by new stimuli |
| cleft palate | abnormal development of the structures of the mouth during the prenatal period |
| crying patterns in infants | Increases from birth-6 weeks, then starts to decrease. At a few months of age, infants begin to cry voluntarily as the cerebral cortex becomes involved. |
| deferred imitation | the ability to imitate an action observed in the past |
| decentration | the cognitive ability to pull away from focusing on just one feature of an object in order to consider multiple features |
| dendrite | the protruding parts of a neuron that receive messages from the axons of other cells |
| dishabituation | term used to describe the situation in which an infant's interest is renewed after a change in the stimulus |
| egocentrism (for Piaget) | to "center on oneself," to consider the world entirely in terms of one's own point of view |
| emotion | a feeling state that involves distinctive physiological reactions and cognitive evaluations, and motivates action |
| experience-dependant brain processes | development of neural connections that is initiated in response to experience |
| experience-expectant brain processes | development of neural connections under genetic controls that occurs in any normal environment |
| explicit memory | the ability t recall absent objects and events without any clear reminder |
| exuberant synaptogenesis | a rapid growth in synaptic density that prepares the brain for a vast range of possible experiences |
| face perception in infants | infants can distinguish normal face from jumbled face, and preferred the normal one |
| fine motor skills (examples from 6 to 24 months) | motors related to development and coordination of small muscles, such as those that move the fingers and eyes; 6-grasing, 12-use of thumb and index to grasp, 18-stack 2 blocks, 24-stack 3-4 blocks and feed self with spoon |
| fontanel | "soft spots," or spaces separating the bones of the skull prenatally and in early infancy |
| food insecurity | lacking enough food to ensure good health |
| grammar | the rules of a given language for the sequencing of words in a sentence and the ordering of parts of words |
| gross motor skills | motor skills related to the development and coordination of large muscles; important for locomotion |
| gross motor skills (examples from 6 to 24 months) | 6-siting without support,12-hands and knees crawling, 18-walking with assistance, 24-walking alone |
| growth in weight for boys and girls, 0 to 13 weeks | 4kg - 7 and 1/2 or 8kg, with boys usually weighing more |
| habituation | the process in which attention to novelty decreases with repeated exposure |
| head growth | at birth, the baby’s head is 70 percent of its adult size and accounts for 25 percent of the baby’s total length. By 1 year of age, the head will account for 20 percent of body length, and by adulthood, 12 percent |
| head proportion in growth | during the fetal period, the head accounts for as much as 50 percent of body length. The head decreases from 25 percent of body length at birth to 12 percent in adulthood |
| implicit memory | the ability to recognize objects and events that have been previously experienced |
| intentionality | the ability to engage in behaviors directed toward achieving a goal |
| intermodal perception | understanding that a certain object or event can be simultaneously perceived by more than one sensory system |
| internal working model | a mental model that children construct as a result of their experiences with their caregivers and that they use to guide their reactions with their caregivers and others |
| LAD (Chomsky) | aka language acquisition device; Chomsky's term for an innate language processing capacity that is programmed to recognize the universal rules that underlie any particular language that a child might hear |
| LASS (Bruner) | aka language acquisition support system; Bruner's term for the parental behaviors and formatted events within which children acquire language. It it the environmental complement to the innate biologically constituted LAD |
| learning | a relatively permanent change in behavior brought about by the experience of events in the environment |
| methods of evaluating infant sensory capacities | present infants with a stimulus and observe their overt behavioral or physiological responses to it or presenting a novel stimulus that captures the infant's attention, continue presenting until they get bored & stop paying attention to it (habituation) |
| morpheme | the smallest unit of meaning in the words of a language |
| myelin (function and location) | a sheath of fatty cells that insulates axons and seed transmission of nerve impulses from one neuron to the next |
| neuron | a nerve cell |
| neuron growth in first 15 months | increase in the size and complexity of the information-receiving dendrites and the information-transmitting axons and growth of myelin; which speeds the transfer of information from one neuron to the next |
| neurotransmitter | a chemical secreted by a cell sending a message that carries the impulse across the synaptic gap to the receiving cell |
| newborn capacities for: hearing, smell, touch, taste, vision | h: notice human voice, prefer it & like exagg. pronunciation; s: same discrimination as adults’ & responds to sweet smells; to: sensitive to tactile stimulation & deprivation = low weight gain; ta: present before birth; v: least developed sense at birth |
| object permanence | the understanding that objects have substance, maintain their identities when they change location, and ordinarily continue to exist when out of sight |
| occipital lobe (function and location) | back, above cerebellum; specialized for vision |
| operant conditioning | learning in which changes in behavior are shaped by the consequences of that behavior, thereby giving rise to new and more complete behaviors |
| Operation Smile | nonprofit medical services group, provide affected children with reconstructive surgery and speech and language therapy |
| parietal lobe (function and location) | top/middle of brain, for spatial perception |
| perceptual scaffolding | the way in which a familiar word serves as an anchor for learning new words that come immediately before and after it |
| phoneme | the smallest sound categories in human speech that distinguish meanings. Phonemes vary from language to language |
| phonological development | learning to segment speech into meaningful units of sound |
| pragmatic development | learning the conventions that govern the use of language in particular social contexts |
| precausal thinking | Piaget's description of the reasoning of young children that does not follow the procedures of either deductive or inductive reasoning |
| prefrontal area | part of cortex located directly behind the forehead, and important to the development of voluntary behaviors |
| preoperational stage | according to Piaget, the stage of thinking between infancy and middle childhood in which children are unstable to decenter their thinking or to think through the consequences of an action |
| primary circular reaction | a term by Piaget describing infant’s tendency to repeat pleasurable actions for their own sake |
| protoimperative | early conversational acts whose purpose is to get another person to do something |
| protodeclarative | early conversational acts whose purpose is to establish joint attention and sustain a dialogue |
| reactive attachment disorder | a severe psychological disorder linked to a disruption in the development of the parent-child attachment relationship |
| reflex schemas | a specific, well-integrated, automatic (involuntary) response to a specific type of stimulation |
| reflexes present at birth (know at least four) | stepping, grasping, sucking,eyeblink |
| representations | the ability to form mental symbols and present experiences to oneself mentally; according to Piaget, emerges during sensorimotor substage 6 |
| scripts (cultural) | event schemas the specify who participates in an event, what social roles they play, what objects they are to use during the event, and the sequence of actions that make up the event |
| secondary circular reaction | behavior characteristic of the third substage of Piaget's sensorimotor stage, in which babies repeat actions to produce interesting changes in their environment |
| secure base | Bowlby's term for the people whose presence provides the child with the security that allows him or her to make exploratory excursions |
| self-conscious emotions | emotions such as embarrassment, pride, shame, guilt, and envy, which emerge after 8 months with infants' growing consciousness of self |
| self-recognition | able to recognize their own image in a mirror |
| semantic development | learning meanings of words and combinations of words |
| sensorimotor development | Piaget's term for the stage of infancy during which the process of adaptation consists largely of coordinating sensory perceptions and simple motor behaviors to acquire knowledge of the world |
| sensorimotor development: substage 1 | (0 - 1 and 1/2 months) reflex schemas exercised: involuntary rooting, sucking, grasping, looking |
| sensorimotor development: substage 2 | (1 and 1/2 - 4 months) primary circular reactions: repetition of actions that are pleasurable in themselves |
| sensorimotor development: substage 3 | (4-8 months) secondary circular reactios: dawning awareness of the effects of one's own actions on the environment; extended actions that produce interesting change in the environment |
| sensorimotor development: substage 4 | (8-12 months) coordination of secondary circular reactions: combining schemas to achieve a desired effect; earliest form of problem solving |
| sensorimotor development: substage 5 | (12-18 months) tertiary circular reactions: deliberate variation of problem-solving means; experimentation to see what the consequences will be |
| sensorimotor development: substage 6 | (18-24 months) beginnings of symbolic representation: images and words come to stand for familiar objects; invention of new means of problem solving through symbolic combinations |
| separation anxiety | the distress that babies show when the person to whom they are attached leaves |
| sleep patterns in infants | first 2-3 months of life, infants begin their sleep with active (REM) sleep and then fall into quiet (NREM) sleep. Then the sequence reverses and shifts toward the adult pattern. Newborns sleep 16 hrs/day, but longest period of sleep only 3-4 hrs |
| social referencing | a form of secondary intersubjectivity in which infants look to their caregiver for an indication of how to feel and act on encountering an unfamiliar object or event |
| soma | the cell body of the neuron |
| strange situation | a procedure designed to assess children's attachment on the basis of their response to a stranger when they are with their mothers, when they are left alone, and when they are reunited with their mother |
| symbolic play | play in which one object stands for, or represents, another |
| synapse | the tiny gap between axons and dendrites |
| synaptic pruning | the process of selective dying off of nonfunctional synapses |
| synaptogenesis | the process of synapse formation |
| temperament | term for individual modes of responding to the environment (emotion and behavior) that appear to be consistent across situations and are stable over time |
| temperament indicators (know at least three) | activity level, adaptability, intensity of reaction |
| temporal lobe (function and location) | right on top of brain stem, for hearing and speech |
| tertiary circular reactions | 5th stage of the sensorimotor period, which is characterized by the deliberate variation of action sequences to solve problems and explore the world |
| theory theory | the theory that young children have primitive theories about how the world works, which influence how children think about and act within specific domains |
| theory of mind | the ability to think about other people's mental states and form theories of how they think |
| visual acuity of infants | sharpness of vision. Newborns are very nearsighted |
| visual preference of infants | infants prefer to see symmetrical faces instead of jumbled patterns |
| visual scanning in infants | newborns actively scan their surroundings from the earliest days of life originating in the neural activity of CNS, primitive basis for looking behavior |
| Wernicke’s area | the area that is central to processing sounds and comprehension; damage to the area results in an inability to comprehend language |
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