CAS 101 Chapter 7-10

Question 1

Knowledge is the product of direct motor behavior.

Answer 1

Jean Piaget’s Approach to Cognitive Development

Question 2

0-1 Months. Inborn reflexes, create center of a baby’s physical and cognitive life, determine nature of infant’s interactions with the world. Developing reflexes, some reflexes begin to accommodate infant’s experience

Answer 2

Substage 1: Simple Reflexes

Question 3

1-4 months. Infants begin to coordinate separate actions into single, integrated activities focused on their own body. If an activity engages a baby’s interests, infant may repeat it, for the sake of continuing to experience it.

Answer 3

Substage 2: First Habits and Circular Reactions

Question 4

4-8 months. Infants begin to act upon outside world (instead of their own body). Similarly, if a chance activity in the environment is enjoyable, the infant will seek to repeat it. Vocalizations increase substantially, infants begin to imitate the sounds made by others.

Answer 4

Substage 3: Secondary Circular Reactions

Question 5

8-12 months. Goal-directed behavior and object permanence

Answer 5

Substage 4: Coordination of Secondary Circular Reactions

Question 6

Several schemes are combined and coordinated to generate a single act to solve a problem.

Answer 6

Goal-directed behavior

Question 7

The realization that people and objects exist even when they cannot be seen.

Answer 7

Object permanence

Question 8

12-18 months. Infants develop schemes regarding deliberate variation of actions that bring desirable consequences. Infants carry out miniature experiments to observe the consequences. Unanticipated events are interesting to infants and lead to newfound skills.

Answer 8

Substage 5: Tertiary circular reactions

Question 9

18-24 months. The major achievement of this substage is the capacity for mental representation, or symbolic thought. contains mental representation and deferred imitation.

Answer 9

Substage 6: Beginnings of Thought

Question 10

An internal image of a past event or object

Answer 10

Mental representation

Question 11

An act in which a person who is no longer present is imitated by children

Answer 11

Deferred imitation

Question 12

(2-7) Children’s use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases. Children not yet capable of operations. Can carry out operations at end of this period

Answer 12

Preoperational Thinking

Question 13

Organized, formal, logical mental processes

Answer 13

Operations

Question 14

The ability to use a mental symbol, a word, or an object to represent something that is not physically present.

Answer 14

Symbolic function

Question 15

The process of concentrating on one limited aspect of a stimulus and ignoring other aspects. Inability to consider all available information about stimulus. Focus on superficial, obvious elements that are within sight.

Answer 15

Centration

Question 16

The knowledge that quantity is unrelated to the arrangement and physical appearance of objects. Preschoolers cannot understand that changes in one dimension do not necessarily mean that other dimensions change.

Answer 16

Conservation

Question 17

Process whereby one state is changed into another. Children in preoperational period are unable to envision or recall successive transformations.

Answer 17

Transformation

Question 18

(7-12) The period of cognitive development characterized by the active and appropriate use of logic. Decentering and reversibility are part of this stage.

Answer 18

Concrete Operational stage

Question 19

Thinking that doesn’t take the viewpoints of others into account. two forms: Lack of awareness that others see things from a different physical perspective. Failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs.

Answer 19

Egocentrism

Question 20

The ability to take multiple aspects of a situation into account

Answer 20

Decentering

Question 21

The notion that processes transforming a stimulus can be reversed, returning it to its original form.

Answer 21

Reversibility

Question 22

(12-15) The stage at which people develop the ability to think abstractly. Many reach this stage later on or may not achieve this stage completely, culture-specific. Results in change in everyday behavior, more argumentative behavior, ability to reason abstractly, increased critical thinking ,indecisiveness.

Answer 22

Formal Operational Thinking

Question 23

Viewed cognitive development as a result of social interactions. Proposed children learn through guided participation, working with mentors to solve problems. Nature of partnership between developing children and adults and peers is determined largely by cultural and societal factors.

Answer 23

Vygotsky’s View of Cognitive Development

Question 24

According to Vygotsky, the level at which a child can almost, but not fully, comprehend or perform a task without assistance.

Answer 24

Zone of proximal development (ZPD)

Question 25

the support for learning and problem solving that encourages independence and growth.

Answer 25

Scaffolding

Question 26

The model that seeks to identify the way that individuals take in, use, and store information.

Answer 26

information-processing approaches

Question 27

Characterized by increasing sophistication, speed, and capacity in information processing

Answer 27

Cognitive growth

Question 28

Process by which information is initially recorded in a usable format for memory

Answer 28

encoding

Question 29

Placement of material into memory

Answer 29

storage

Question 30

Process by which material stored in memory is located, brought into awareness, and used

Answer 30

retrieval

Question 31

The degree to which an activity requires attention

Answer 31

automatization

Question 32

The knowledge that people have about their own thinking processes and their ability to monitor their cognition.

Answer 32

metacognition

Question 33

A state of self-absorption in which the world is viewed as focused on oneself.

Answer 33

adolescent egocentrism

Question 34

Fictitious observers who pay as much attention to the adolescents' behavior as adolescents do themselves.

Answer 34

Imaginary audience

Question 35

The view that what happens to them is unique, exception, and shared by no one else.

Answer 35

Personal fables

Question 36

The process by which information is initially recorded, stored, and retrieved

Answer 36

Memory

Question 37

memory of particular events from one's own life

Answer 37

autobiographical memory

Question 38

broad representations in memory of events and the order in which they occur

Answer 38

scripts

Question 39

Three-System Approach to memory

Answer 39

Sensory memory, short-term/working memory, long-term memory

Question 40

an understanding about the processes that underlie memory. Emerges and improves during middle childhood

Answer 40

Metamemory

Question 41

Conscious memory that can be recalled intentionally. The hippocampus is involved. It emerges until the second half of the first year in multiple areas of the cortex of the brain. Ex: remembering a name or phone number.

Answer 41

Explicit memory

Question 42

Memory that is recalled without effort, involving the cerebellum and brain stem. Ex: motor skills, habits, and activities such as riding a bike or climbing a stairway.

Answer 42

Implicit memory

Question 43

Information processing involving the ability to strategically choose among and sort out different stimuli in the environment. It is the first step in information processing.

Answer 43

Attention

Question 44

Ability to tune into certain stimuli, while tuning out others. Children become more effective at this with age.

Answer 44

control of attention

Question 45

Focuses on reliability of children's autobiographical memories in the context of the legal system. Heightened error rate occurs with repeated or suggestive questioning.

Answer 45

Forensic Developmental Psychology

Question 46

Thinking that makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully. Involves considering information, weighing the alternatives, and coming to a reasoned decision.

Answer 46

Critical thinking

Question 47

Unlearned, organized involuntary responses that occur automatically in the presence of certain stimuli.

Answer 47

Reflexes

Question 48

Knowledge is constructed through interaction with others, and students rely on others to help create their building blocks and learning from others helps them construct their own knowledge and reality.

Answer 48

Social constructivism

Question 49

The brain's ability to change its structure, functions, or connections in response to intrinsic or extrinsic stimuli.

Answer 49

Neuroplasticity

Question 50

Conscious, intentionally used tactics to improve cognitive processing, such as mnemonic devices like rehearsal.

Answer 50

control strategies

Question 51

The ability to allocate attentional resources on the basis of goals one wishes to achieve. Younger children are deficient at this, but it also develops through adolescence.

Answer 51

Planning

Question 52

reading should be taught by presenting basic skills that underlie reading; emphasizes the components of reading

Answer 52

Code-based approaches to reading

Question 53

Reading is viewed as a natural process similar to the acquisition of oral language. Emphasizes exposure to complete writing.

Answer 53

Whole-language approaches to reading

Question 54

The systematic, meaningful arrangement of symbols, which provides the basis for communication. Tied to how we think about and understand the world.

Answer 54

Language

Question 55

Basic units of sound in a language. Ex: The “a” in “mat” and the “a” in “mate” represent two different phonemes in English.

Answer 55

Phonology

Question 56

Smallest language unit conveying meaning

Answer 56

Morphemes

Question 57

Rules for the meanings of words and sentences

Answer 57

Semantics

Question 58

The understanding of speech. Comprehension precedes production.

Answer 58

Linguistic comprehension

Question 59

The usage of language to communicate.

Answer 59

Linguistic production

Question 60

Communication through sounds, facial expressions, gestures, imitation, and other nonlinguistic means.

Answer 60

Prelinguistic communication

Question 61

Making speechlike but meaningless sounds

Answer 61

Babbling

Question 62

One-word utterances that stand for a whole phrase, whose meaning depends on the context in which they are used.

Answer 62

Holophrases

Question 63

speech in which words not critical to the message are left out.

Answer 63

telegraphic speech

Question 64

The overly restrictive use of words, common among children just mastering spoken language.

Answer 64

Underextension

Question 65

The overly broad use of words, overgeneralizing their meaning.

Answer 65

Overextension

Question 66

A style of language use in which language is used primarily to express feelings and needs about oneself and others.

Answer 66

Expressive style

Question 67

The process in which new words are associated with their meaning after only a brief encounter. The appropriate formation of words.

Answer 67

Fast mapping

Question 68

Spoken language that is not intended for others and is commonly used by children during the preschool years.

Answer 68

Private speech

Question 69

Speech directed toward another person and meant to be understood by that person.

Answer 69

Social speech

Question 70

The aspect of language relating to communicating effectively and appropriately with others.

Answer 70

Pragmatics

Question 71

The combining of words and phrases to form meaningful sentences

Answer 71

Syntax

Question 72

A style of language use in which language is used primarily to label objects.

Answer 72

Referential style

Question 73

The theory that language acquisition follows the basic laws of reinforcement and conditioning. Approach doe snot adequately explain how children acquire the rules of language as readily as they do.

Answer 73

Learning theory approach

Question 74

The theory that a genetically determined, innate mechanism directs language development.

Answer 74

Nativist approach

Question 75

Chomsky's theory that all world's languages share a similar underlying structure

Answer 75

Universal grammar

Question 76

A neural system of the brain hypothesized to permit understanding of language

Answer 76

Language-acquisition device (LAD)

Question 77

Suggests that language development is produced through a combination of genetically determined predispositions and environmental circumstances that help teach language.

Answer 77

Interactionist approach

Question 78

A theory stating that language shapes and determines the way people of a particular culture perceive and understand the world. It suggests that language provides categories that help children construct perceptions of people and events in their surroundings.

Answer 78

Linguistic relativity hypothesis

Question 79

A type of speech directed toward infants, characterized by short, simple sentences. Plays an important role in infants' acquisition of language.

Answer 79

Infant-directed speech

Question 80

The ability to speak two languages

Answer 80

Bilingualism

Question 81

Children taught in native language and learn English at the same time

Answer 81

Bilingual education

Question 82

The positive emotional bond that develops between a child and a particular individual.

Answer 82

Attachment

Question 83

The distress displayed by infants when a customary care provider departs

Answer 83

Separation anxiety

Question 84

Suggested that attachment had biological bases based on infant needs for security and safety. Having a strong, firm attachment provides a home base from which the child can gain independence.

Answer 84

John Bowlby and his theory of attachment

Question 85

A sequence of staged episodes that illustrates the strength of attachment between a child and (typically) his or her mother. Involves interactions between an adult stranger, the child, and the mother.

Answer 85

Ainsworth's Strange Situation

Question 86

Children use their mother as a home base and are at ease when she is present. When mother leaves, they become upset and go to her as soon as she returns.

Answer 86

Secure attachment pattern

Question 87

Children do not seek proximity to the mother. After mother leaves, the child seems to avoid her when she returns as if they are angered by her behavior.

Answer 87

Avoidant Attachment Pattern

Question 88

Can be combined to produce words and sentences

Answer 88

Phonemes

Question 89

Children maintain close proximity and are distressed even before caregiver's absence. They seek but then resists contact, sometimes appearing angry.

Answer 89

ambivalent attachment pattern

Question 90

Children are confused, they may be near but not looking at their caregiver. They show contradictory behaviors, suddenly moving from calm to anger.

Answer 90

Disorganized-disoriented attachment pattern

Question 91

Model in which infants and parents learn to communicate emotional states to one another and to respond appropriately

Answer 91

Mutual regulation model

Question 92

A process in which infants' behaviors invite further responses from parents and other caregivers, which bring about further responses from the infants.

Answer 92

Reciprocal socialization

Question 93

This serves as a social function and can be a powerful teaching tool. Through this, infants can learn new behaviors, skills, and abilities from exposure to other children.

Answer 93

Imitation

Question 94

Related to the ability to imitate. They fire when an individual enacts a particular behavior and also when the individual observes another organism carrying out the same behavior.

Answer 94

Mirror neurons

Question 95

Nonverbal expression of emotion

Answer 95

Nonverbal encoding

Question 96

This system finds that interest, distress, and disgust are present at birth. Other emotions are found to emerge over the next few months.

Answer 96

The Maximally Discriminative Facial Movement Coding System (MAX)

Question 97

The caution and wariness displayed by infants when encountering an unfamiliar person

Answer 97

Stranger anxiety

Question 98

Smiling in response to other individuals

Answer 98

social smile

Question 99

The intentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events. Two explanations: Observing others brings about emotion or viewing others’ facial expression simply provides information.

Answer 99

social referencing

Question 100

Students solely taught in English, minimal instruction in native language

Answer 100

English immersion

Question 101

The ability to adjust emotions to desired state and level of intensity

Answer 101

emotional self-regulation

Question 102

The sum total of the enduring characteristics that differentiate one individual from another

Answer 102

personality

Question 103

Patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual. Refers to how children behave, as opposed to what they do or why they do it. Initially largely due to genetics. Fairly stable, but not fixed, parenting matters.

Answer 103

Temperament

Question 104

High: wriggles while diaper is changed. Low: lies still while being dressed

Answer 104

Activity level in temperament

Question 105

approach orientation: accepts novel foods and toys easily. Withdrawal orientation: cries when a stranger comes near

Answer 105

Approach-withdrawal in temperament

Question 106

Regular: has consistent feeding schedule. Irregular: has varying sleep and waking schedule

Answer 106

Rhythmicity in temperament

Question 107

Low: continues crying even when diaper is changed. High: stops fussing when held and rocked

Answer 107

distractibility in temperament

Question 108

Negative: cries when carriage is rocked. Positive: smiles or smacks lips when tasting new food

Answer 108

quality of mood

Question 109

High: not startled by sudden noises or bright lights. Low: pauses sucking on bottle at approach of parent or slight noise

Answer 109

Threshold of responsiveness

Question 110

Babies who have a positive disposition; their body functions operate regularly, and they are adaptable

Answer 110

Easy babies

Question 111

Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw

Answer 111

Difficult babies

Question 112

Babies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly

Answer 112

Slow-to-warm babies

Question 113

The notion that development is dependent on the degree of match between childrens’ temperament and the nature and demands of the environment in which they are being raised.

Answer 113

Goodness-of-fit

Question 114

Considers how individuals come to understand themselves and the meaning of others’- and their own- behavior. It is argued that personality is shaped by how we deal with challenges presented by society and culture. 8 stages, each characterized by a challenge we need to resolve.

Answer 114

Erikson's theory of psychosocial development

Question 115

0-18 months. The period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers.

Answer 115

Trust-versus-mistrust stage

Question 116

1 ½-3 years. The period during which toddlers develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected.

Answer 116

Autonomy vs. Shame and Doubt stage

Question 117

3-6 years. The period during which children experience conflict between independence of action and the consequences of that action. Successful resolution leads children to realize that they are persons in their own right, and they then begin to make decisions that will shape their lives.

Answer 117

Initiative-versus-guilt stage

Question 118

6-12 years. The period characterized by a focus on efforts to attain competence in meeting the challenges presented by the parents, peers, school, and the other complexities of the modern world. Success leads to feelings of mastery and proficiency and a growing sense of competence. Difficulties lead to feelings of failure and inadequacy and feeling unskilled and incapable; withdrawing.

Answer 118

industry-versus-inferiority stage

Question 119

The period during which adolescents attempt to determine what is unique and distinctive about themselves and the roles they will play in life.

Answer 119

Identity-versus-identity-confusion stage