CHAPTER 9: SLIDESHOW Flashcards
1
Q
What do babies use to learn?
A
Environmental stimuli
2
Q
Early actions are mainly..
A
Reflexive
3
Q
What is the purpose of the vision center?
A
allows babies to process the sights of their world into
information.
4
Q
What are the areas where a baby’s vision matures rapidly between 4-6 months?
A
- Acuity
- Contrast sensitivity
- Color sensitivity
- Eye movements and coordination
- 3D Vision
5
Q
Acuity
A
the ability to see clearly in each eye
6
Q
Contrast sensitivity
A
the ability to see objects with varying degrees of contrast from their
background.
7
Q
Color sensitivity
A
the ability to see color.
8
Q
Eye-movements and coordination
A
the ability to move both eyes perfectly together so a person
sees the world as a fused picture.
9
Q
3-D Vision
A
the ability to see the world in three dimensions.
10
Q
Do reflexes grow or wane in infancy?
A
Wane
11
Q
Fast brain wiring in the motor center often starts around two months of age.
A
- At this time, infants begin the multiyear process of learning voluntary gross-motor movements.
- Wiring for fine-motor movements begins around two or three months of age when infants make
their first attempts to grasp objects.
12
Q
What ideas do infants learn from environmental stimuli?
A
Space, weight, and depth.
13
Q
Thinking requires..
A
the ability to interpret sensory information the brain receives.
14
Q
What is the purpose of the sensory association area of the brain?
A
inputs the basic sensory information received, such
as shape, color, pitch, and location, and processes it into recognizable objects, such as
dogs, trees, and faces.
15
Q
What are the two main categories of memory?
A
- Explicit
- Implicit
16
Q
Explicit memory
A
the conscious, intentional recalling of experiences and facts, or the “knowing what”
memory.
17
Q
Implicit memory
A
the unconscious awareness of past experiences to perform tasks, or the “knowing
how” memory.
18
Q
Infants remember better when…
A
- they are directly engaged in an experience rather than just watching
- experiences are meaningful
- experiences happen over and over (reinforced)
- Cues/reminders are used, such as showing an object or picture or seeing a landmark
19
Q
Perceptual learning
A
the process of making sense out of sensory stimuli
20
Q
Why does perceptual learning happen?
A
the sense organs mature, the brain develops, and
preferences for certain stimuli change.
21
Q
Baby preferences for certain objects change in the following ways..
A
- From parts of objects to complete objects
- From simple to complex objects
- From familiar to new objects
22
Q
Perception
A
the outcome of perceptual learning
23
Q
What does perception involve?
A
- Organizing information that comes through the senses
- How fast the brain organizes information
- The way a person reacts to different sensory experiences
24
Q
Two major cognitive development theories
A
- Piaget’s Cognitive-Developmental Theory
- Vygotsky’s Sociocultural Theory
25
Piaget's Cognitive-Developmental Theory
* Piaget thought children learn through their environment by making their own discoveries and
that the role of the adult was to provide a stimulating environment.
* Because babies explore with their senses and motor actions, Piaget called the first stage of
cognitive development the sensorimotor stage (birth – 2 years).
* In the beginning of the sensorimotor stage, connections babies make between themselves and
the environment are accidental. Later, infants note the repeated connections between what they
do (action) and what happens (response). This is the beginning of seeing cause and effect.
Infants repeat their actions many times (called circular actions) to verify the results and bring
pleasure.
* During the third and fourth substages, infants learn by imitating, or copying another person’s
actions. Imitation is an important way that infants learn. Between 8 and 12 months, infants have
goals, such as wanting a toy, which direct their actions. They can now combine several actions
to achieve their goals or problem solve.
26
Vygotsky's Sociocultural Theory
* Although he knew children learned some skills through their own discoveries, Vygotsky felt
children learned mainly through interactions with others within their culture. Vygotsky
believed the culture and social environment (family, school, community) in which a child is
raised determine how a child will think and the skills they will develop.
* emphasizes how more knowledgeable adults and even older children guide younger
children’s discoveries (called assisted discoveries).
27
scaffolding
The varying levels of instructional support given to help children learn a new concept or
skill
28
zone of proximal development
For each concept or skill, “teachers” (e.g., parents, teachers, older children) must first find
the level in which a child can learn with help
29
concepts
ideas formed by combining what is
known about a person, object, place, quality, or event.
30
Ways that concepts shift:
* concrete to abstract
* subclass to class (Sometimes children use a class name, such as “money,” before they use the subclass
names, such as penny or nickel. This is only due to the names used by parents or caregivers.)
* simple to complex
* incorrect to correct
31
Object constancy
knowing that objects remain the same even if they
appear different.
32
Object concept
the understanding that objects, people, and events are separate from
a person’s interactions with them.
33
Object identity
knowledge that an object stays the same from one time to the next.
34
Object permanence
knowledge that people, objects, and places still exist even when they are
no longer seen, felt, or heard.
35
Depth perception
the ability to tell how far away something is
36
Number sense
babies can detect changes in quantities (numbers)
of items, can keep track of an added object, and recognize exact amounts
37
Object solidity
one solid object cannot move through another
solid object
38
Gravity
involves objects falling to the floor or ground
39
Difference between perceptual and relationship concepts
Perceptual concepts occur in the physical world, while relationship concepts occur in the mind
40
Categorization
grouping similar objects or events into a
group.
41
What is the purpose of categorization?
reduces the amount of new information people have to learn.
42
When does brain wiring for language begin?
at birth, if not before.
43
Language follows a distinct path:
During the first 6 months, infants distinguish small differences in sounds. They are prepared to
learn any language.
* At 6 months of age, brain pruning begins because there are so many connections.
* By 12 months of age, infants complete the auditory (relating to hearing) maps needed for their
primary language(s).
44
Most-important interactions for encouraging language development
1. Turn-taking
2. Parentese
3. Connecting objects with words
45
Turn-taking
By 8 to 10 months of age, infants’ “talk” reflects the sounds and pitch patterns of the language or
languages heard. Infants also learn turn-taking in conversations if adults respond after a baby finishes a sound
sequence. Parents and other caregivers are encouraged to respond to babies’ sounds from birth.
46
Parentese
An infant-directed, singsong, and high-pitched speech, when speaking to babies. Parentese helps babies
clearly hear the sounds of language, learn facial expressions, and note boundaries of words (where words start and
stop).
47
Connecting objects with words
Because sounds have referential meaning (refer to something), parents and
caregivers must help infants make associations. When babies see connections, they are mapping words. To do this,
the adult simply looks at or points to the object or the person they are talking about. Even 3- to 4-month-old infants
gaze in the same general direction adults are looking. By 10 to 12 months of age, infants realize the purpose of the
adult’s gaze—to talk about an object or person. Infants begin to point around eight months of age. Joint attention by
gazing and pointing contributes greatly to word mapping.
48
"Face time"
Parents and caregivers need to provide quality “face time” to help
babies articulate (clearly vocalize) sounds. When talking to infants, 4-month-olds gaze mostly at
the eyes of the adult. By 6 months of age, infants spend equal amounts of time looking at the
eyes and the mouth. The 8- to 10-month-old mainly looks at the mouth. By 12 months of age,
infants once again look at the eyes more in “face time” talk. If a second language is introduced
to 1-year-old infants, they will once again “lip read.
49
Language-rich environment
Parents and caregivers need to be talkative. Children do not
learn language by watching television or online videos. Children from talkative families with
good vocabularies learn many more words than children from less talkative families.
50
Imitation
Spoken langage is mainly learned through imitation. By participating in a language-
filled world, babies learn the sounds, vocabulary, facial expressions, and turn-taking aspects of
language.
51
Crying & Cooing
During the first two months, babies mainly cry
* Between the sixth and eighth week, infants often begin to coo—a vowel-like sound (ah-ah-ah; oh-
oh; ooh-ooh) made in the back of the throat. Along with cooing, infants will smile, blow bubbles,
gurgle, and squeal. Infants coo more when others talk to, smile at, and touch them.
52
Babbling
using the tongue and the front of the mouth to make a
consonant-vowel sound, such as ba
53
Three types of babbling
1. Marginal
2. Reduplication
3. Nonreduplicated
54
Marginal babbling
Between 4-6 months, the infant combines vowel single sounds or vowel-consonant single sounds.
55
Reduplication babbling
Between 6-10 months, infants repeat the same syllable over and over.
56
Nonreduplicated babbling
Between 9-12 months, varied babbling sounds begin to sound more like words.
57
Before talking, infants must do the following:
* understand object permanence
* understand that people, objects, places, and events have names
* remember words that go with people, objects, places, and events
* have the ability to make the sounds
* realize talking is important
58
Passive vocabulary
The words people understand, but do not speak or write
59
When do infants know their own names?
16 weeks
60
When do infants recognize "mommy" and "daddy"?
6 months
61
How many words do infants speak at eight months?
36
62
How many words do infants speak at ten months?
67
