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Developmental Psych > Cognitive Development in Infancy > Flashcards

Cognitive Development in Infancy Flashcards

1
Q

Piaget

A

theory of cognitive development, unifies biology and experience

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2
Q

adaptation

A

adjusting to new environmental demands

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3
Q

schemes

A

actions or mental representations that organize knowledge

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4
Q

assimilation

A

children use their existing schemes to deal with new info or experiences, like incorporating “bike” and “motorcycle” into the category of “car” heard from a caregiver

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5
Q

accommodation

A

children adjust their schemes to take new info and experiences into account, like removing “bike” and “motorcycle” from the category of “car”

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6
Q

organization

A

grouping of isolated behaviors and thoughts into a higher-order system to make sense of the world

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7
Q

disequilibrium

A

cognitive conflict when counterexamples to existing schemes present themselves, necessitating assimilation or accommodation

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8
Q

equilibrium

A

mechanism by which children shift from one stage of thought to the next, maintaining balance of understanding through assimilation and accommodation

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9
Q

sensorimotor stage

A

birth to about 2 years old

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10
Q

substages of sensorimotor stage

A

1-Simple reflexes-1 month
sensation and action coordinated primarily through
reflexive behaviors such as rooting and sucking
2-First habits & primary circular reactions-1-4 months
infant coordinates sensation & 2 types of schemes
3-Secondary circular reactions-4-8 months
more object-oriented, moves beyond preoccupation with
self, imitates simple actions but only those s/he is
already able to produce
4-coordination of secondary circular reactions-8-12 mo.
hand-eye coordination, actions become more outward
directed, coordinate schemes and intentionality
5-tertiary circular reactions, novelty, and curiosity-12-18
mo.
6-internalization of schemes-18-24 months
ability to use primitive symbols

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11
Q

habit

A

scheme based on a reflex that has become completely separated from its eliciting stimulus, like sucking even when no bottle is present

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12
Q

circular reaction

A

repetitive action

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13
Q

primary circular reaction

A

scheme based on the attempt to reproduce an event that initially occurred by chance

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14
Q

secondary circular reaction

A

scheme that is not intentional or goal-directed, but is repeated because of consequences, like shaking a rattle because of fascination

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15
Q

coordination of secondary circular reaction

A

infants coordinate schemes with intentional action, like manipulating a stick in order to bring a desired toy within reach

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16
Q

tertiary circular reactions

A

schemes in which infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results

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17
Q

primitive symbol

A

internalized sensory image or word that represents an event, so that the infant can think about concrete events w/out directly acting them out or perceiving them

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18
Q

object permanence

A

understanding that objects continue to exist even when they cannot be seen, heard, or touched, achieved by the end of the sensorimotor period

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19
Q

the A-not-B error

A

when a toy is hidden at A and later at B, the child still looks for the toy at location A, not consistent and sensitive to the delay between hidings

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20
Q

core knowledge approach

A

Spelke, infants are born with domain-specific innate knowledge systems involving space, number sense, object permanence, and language

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21
Q

attention

A

focusing of mental resources on select info, improving cognitive processing, happens by 4 months old

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22
Q

orienting/investigative process

A

directing attention to potentially important locations in the environment (where) and recognizing objects and their features (what)

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23
Q

sustained attention

A

focused attention, new stimuli elicits orienting response followed by sustained attention

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24
Q

habituation

A

decreased responsiveness to a stimulus after repeated presentations of the stimulus

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25
Q

dishabituation

A

increase in responsiveness after a change in stimulation

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26
Q

joint attention

A

individuals focus on the same object or event, requires the ability to track another person’s behavior (like following a gaze), one person’s directing another’s attention, and reciprocal interaction

27
Q

memory

A

retention of info over time, as a part of encoding

28
Q

encoding

A

process by which info gets into memory

29
Q

implicit memory

A

memory without conscious recollection, such as memory of skills and routine procedures performed automatically

30
Q

explicit memory

A

conscious memory of facts and experiences

31
Q

infantile/childhood amnesia

A

inability to remember events that happened before 3 years of age

32
Q

deferred imitation

A

infant copies someone but after a delay of hours or days, having retained that memory to repeat it

33
Q

categories

A

group objects, events, and characteristics on the basis of common properties

34
Q

concepts

A

ideas about what categories represent

35
Q

perceptual categorization

A

based on similar perceptual features of objects (such as size, color, and movement) as well as parts of objects (such as legs for animals)

36
Q

conceptual categorization

A

the ability (beginning at 7-9 months) to categorize things correctly even though they share similar features, such as birds being animals and airplanes being vehicles

37
Q

Gesell

A

developed a test that helped sort out babies with normal functioning from ones with abnormal functioning; test has 4 categories of behavior: motor, language, adaptive, and personal-social; DQ combines subscores into an overall score

38
Q

developmental quotient

A

DQ, Gesell test, combines subscores of motor, language, adaptive, and personal-social into one score

39
Q

Bayley Scales of Infant Development III

A

Bayley, assesses infant behavior and predicts later development; has 5 subscales: cognitive, language, motor (these 3 directly w/ infant), socioemotional, and adaptive (these 2 thru parent questionnaire)

40
Q

Fagan Test of Infant Intelligence

A

focuses on the infant’s ability to process info by encoding an object’s attributes, detecting similarities & differences, forming & retrieving mental representations, only infant test to correlate with later IQ scores

41
Q

language

A

form of communication based on a system of symbols, all languages share the characteristics of infinite generativity and organizational rules

42
Q

infinite generativity

A

ability to produce an endless number of meaningful sentences using a finite set of words and rules

43
Q

phonology

A

sound system of a language, including sounds that are used and how they may be combined

44
Q

morphology

A

units of meaning involved in word formation

45
Q

syntax

A

the way words are combined to form acceptable phrases and sentences

46
Q

semantics

A

meaning of words and sentences

47
Q

pragmatics

A

appropriate use of language in different contexts

48
Q

infant communication milestones

A 
crying-birth
cooing-2-4 months
recognizing own name-5 months-7 months
babbling-6 months
gesturing, esp. pointing-8-12 months
first words-18 months
49
Q

vocabulary spurt

A

rapid increase in vocabulary beginning around 18 months old

50
Q

overextension

A

tendency to apply a word to inappropriate objects

51
Q

underextension

A

tendency to apply a word too narrowly, when the child fails to use a word to name a relevant event or object

52
Q

telegraphic language

A

use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives: “want ball”

53
Q

Broca’s area

A

left frontal lobe of brain involved in producing words, damage will result in difficulty producing words correctly

54
Q

Wernicke’s area

A

left hemisphere region involved in language comprehension, damage will result in poor comprehension and often fluent but incomprehensible speech

55
Q

aphasia

A

damage to Broca’s or Wernicke’s area that produces a loss or impairment of language processing

56
Q

Chomsky

A

humans are biologically prewired to learn language at a certain time and in a certain way through a LAD (supported by evidence: uniformity of language milestones across languages and cultures, children create language even w/out well-formed input, biological substrates of language

57
Q

language acquisition device

A

LAD, Chomsky, biological endowment enabling a child to detect phonology, syntax, and semantics

58
Q

Tomasello

A

interaction view of language, emphasizes that children learn language in specific contexts, through joint attention with caregivers (like a dad reading a book to his son)

59
Q

child-directed speech

A

language spoken at a higher pitch than normal with simple words and sentences

60
Q

recasting

A

rephrasing something the child has said, turning it into a question or restating the child’s immature utterance in the form of a fully grammatical sentence

61
Q

expanding

A

restating, in a linguistically sophisticated form, what a child has said

62
Q

labeling

A

identifying names of objects

63
Q

interactionist view of language acquisition

A

incorporates both biological predispositions and environmental contributions for how language is acquired

Developmental Psych (11 decks)

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