ASU Chapter 5: Cognitive Development in Infancy Flashcards

1
Q

COGNITIVE PROCESSES:
Actions or mental representations that organize knowledge.

A

Schemes

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2
Q

COGNITIVE PROCESSES:
The 2 types of Schemes.

A
  • Behavioral
  • Mental
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3
Q

COGNITIVE PROCESSES:
Using existing schemes to deal with new information or experiences.

A

Assimilation

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4
Q

COGNITIVE PROCESSES:
Adjusting schemes to fit new information and experiences.

A

Accomodation

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5
Q

COGNITIVE PROCESSES:
Grouping of isolated behaviors and thoughts into a higher-order system.

A

Organization

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6
Q

COGNITIVE PROCESSES:
Mechanism by which children shift from one stage of thought to the next.

A

Equilibration

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7
Q

THE SENSORIMOTOR STAGE:
Lasts from when, up to when?

A

From birth to 2 years of age

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8
Q

THE SENSORIMOTOR STAGE:
Understanding that objects and events continue to exist even when they cannot be directly seen, touched or heard.

A

Object Permanence

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9
Q

EVALUATING PIAGET’S SENSORIMOTOR STAGE:
This error occurs when infants make the mistake of selecting the familiar hiding place (A) rather than the new hiding place (B).

A

A-not-B Error

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10
Q

EVALUATING PIAGET’S SENSORIMOTOR STAGE:
An approach that states that infants are born with domain-specific innate knowledge systems.

A

Core Knowlege Approach

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11
Q

CONDITIONING:
Focusing of mental resources on select information.

A

Attention

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12
Q

CONDITIONING:
Decreased responsiveness to a stimulus after repeated presentations of the stimulus.

A

Habituation

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13
Q

CONDITIONING:
Increase in responsiveness after a change in stimulatio.

A

Dishabituation

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14
Q

It is the retention of information over time.

A

Memory

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15
Q

MEMORY:
This form of memory is without conscious recollection - memories of skills and routine procedures are performed automatically.

A

Implicit Memory

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16
Q

MEMORY:
This form of memory is a conscious remembering of facts and experiences.

A

Explicit Memory

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17
Q

This involves being flexible and adaptable to your surroundings.

18
Q

IMITATION:
This form of imitation occurs after a delay of hours or days.

A

Deferred Imitation

19
Q

Cognitive groupings of similar objects, events, people or ideas.

20
Q

MEASURES OF INFANT DEVELOPMENT:
Score that combines subscores in motor, language, adaptive and personal-social domains in the Gesell Assessment of Infants.

A

Developmental Quotient (DQ)

21
Q

MEASURES OF INFANT DEVELOPMENT:
Used to assess infant behavior and predict later development.
The current version has three components:
- Mental Scale
- Motor Scale
- Infant Behavior Profile

A

Bayley Scales of Infant Development

22
Q

MEASURES OF INFANT DEVELOPMENT:
This test evaluates an infant’s ability to process information.

A

Fagan Test of Infant Intelligence

23
Q

This is a form of communication - spoken, written or signed (based on a system of symbols) - consisting of the words used by a community and the rules for varying and combining them.

24
Q

DEFINING LANGUAGE:
The ability to produce an endless number of meaningful sentences using a finite set of words and rules.

A

Infinite Generativity

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**THE RULE SYSTEMS OF LANGUAGE:** The **sound system** of a language.
Phonology
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**THE RULE SYSTEMS OF LANGUAGE:** **PHONOLOGY:** The smallest sound unit in a language.
Phoneme
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**THE RULE SYSTEMS OF LANGUAGE:** The system of meaningful units involved in **word formation**.
Morphology
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**THE RULE SYSTEMS OF LANGUAGE:** The system that involves the way words are combined to **form acceptable phrases and sentences**.
Syntax
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**THE RULE SYSTEMS OF LANGUAGE:** The system that involves the **meaning** of words and sentences.
Semantics
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**THE RULE SYSTEMS OF LANGUAGE:** The system of using appropriate conversation and knowledge of how to effectively use language **in context**.
Pragmatics
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**HOW LANGUAGE DEVELOPS:** Applying a word to objects that are inappropriate for the word’s meaning.
Overextension
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**HOW LANGUAGE DEVELOPS:** Applying a word too narrowly.
Underextension
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**HOW LANGUAGE DEVELOPS:** A form of speech that makes use of short and precise words without grammatical markers such as articles, auxiliary verbs and other connectives.
Telegraphic Speech
34
**BIOLOGICAL INFLUENCES:** Region in the brain’s left *frontal lobe** that is involved with **speech production*.
Broca’s Area
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**BIOLOGICAL INFLUENCES:** Region in the brain’s left **hemisphere** that is involved in **language comprehension**.
Wernicke’s Area
36
**BIOLOGICAL INFLUENCES:** **Noam Chomsky’s** term that describes a **biological endowment** — allowing a child to detect the features and rules of language, including phonology, syntax and semantics.
Language Acquisition Device (**LAD**)
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**ENVIRONMENTAL INFLUENCES:** A view wherein children learn language in specific contexts.
Interaction View
38
**ENVIRONMENTAL INFLUENCES:** A form of speech that is a higher pitch than normal, with simple words and sentences.
Child-Directed Speech
39
**ENVIRONMENTAL INFLUENCES:** The 3 strategies to enhance a child’s acquisition of language include…?
- Recasting - Expanding - Labeling
40
**ENVIRONMENTAL INFLUENCES:** A strategy wherein you **rephrase** something a child has said.
Recasting
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**ENVIRONMENTAL INFLUENCES:** A strategy wherein you **restate** something a child has said.
Expanding
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**ENVIRONMENTAL INFLUENCES:** A strategy wherein you **identify** the names of objects.
Labeling