Development 2

Question 1

preferential looking

Answer 1

way to study baby preferences

assumes that the longer an infant spends looking at a stimulus, the more the infant prefers that stimulus over others

Question 2

habituation

Answer 2

way to study baby preferences

tendency for infants to stop paying attention to a stimulus that does not change

Question 3

reflexes

Answer 3

babies come into world with set of innate involuntary behavior patterns called reflexes
ex grasping, startle (moro), roting, sucking, stepping

Question 4

synaptic pruning

Answer 4

necessary loss of neurons during development of infant brain after birth as unused synaptic connections and nerve cells are cleared away to make way for functioning connections and cells

Question 5

senses at birth

Answer 5

touch is most developed
smell and taste highly but not fully developed
hearing functional but takes a bit to reach full potential
least functional is vision

Question 6

six motor milestones

Answer 6

1. raising head and chest 2-4 months
2. rolling over 2-5 months
3. sitting up with support 4-6 months
4. sitting up without support 6-7 months
5. crawling 7-8 months
6. walking 8-18 months

Question 7

cognitive development

Answer 7

development of thinking, problem solving, and memory

Question 8

piaget’s theory of cognitive development

Answer 8

sensorimotor stage, pre operational stage, concrete operations stage, formal operations stage
believe kids form schemas for mental concepts as experience new things

Question 9

assimilation

Answer 9

piaget

kids first try to understand new things in terms of schemas they already possess

Question 10

accommodation

Answer 10

piaget

process of altering or adjusting old schemas to fit new information and experiences

Question 11

sensorimotor stage

Answer 11

first stage, 0-2
infants use their senses and motor abilities to learn about the world around them
at first only have involuntary reflexes then interact deliberately by grasp, tasting, etc
develop object permanence

Question 12

object permanence

Answer 12

the knowledge that an object exists even when it is not in sight
critical step in developing language

Question 13

pre operational stage

Answer 13

second stage, 2-7
develop language and concepts
kids can ask questions and explore surroundings more fully
pretending and make believe possible
not yet capable of logical thought
animism and egocentrism and centration and conservation

Question 14

animism

Answer 14

preparational stage

belief that anything that moves is alive

Question 15

egocentrism

Answer 15

pre operational stage
inability to see world through anyone else’s eyes but one’s own
everyone sees what they see and everyone thinks how they think

Question 16

centration

Answer 16

pre operational stage

focusing only on one feature of some object rather than taking all features into consideration

Question 17

conservation

Answer 17

pre operational stage

the ability to understand that altering the appearance of something does not change its amount, its volume, or its mass

Question 18

irreversibility

Answer 18

pre operational stage
kids fail at conservation because they contrite and are unable to mentally reverse actions
inability to mental reverse actions

Question 19

concrete operations stage

Answer 19

third stage, 7-12
kids finally capable of conservation and reversible thinking
think more logically
major limitation is inability to deal with abstract concepts
can deal with concrete concepts but not abstract concepts

Question 20

formal operations stage

Answer 20

fourth stage, 12+
abstract thinking possible
hypothetical thinking
not everyone reaches this stage
often need it for college

Question 21

piaget vs vygotsky

Answer 21

piaget stress importance of kid’s interaction with objects as primary factor in cognitive development
vygotsky stress importance of social and cultural interactions with other people

Question 22

scaffolding

Answer 22

vygotsky believe in this
kids develop cognitively when someone else helps them by asking leading questions and providing examples of concepts
more highly skilled person gives learner more help at beginning of learning process and then begins to withdraw as learner’s skill improves

Question 23

zone of proximal development

Answer 23

vygotsky

difference between what a child can do alone versus what a child can do with the help of a teacher

Question 24

child-directed speech

Answer 24

how people speak to babies

higher pitched, repetitious, sing song speech patterns

Question 25

receptive productive lag

Answer 25

infants seem to understand far more than they can produce

Question 26

stages of language development

Answer 26

cooing, babbling, one word speech, telegraphic speech, whole sentences

Question 27

stages of language development nuances

Answer 27

holophrases in one word speech are whole phrases in one word

Question 28

autism

Answer 28

neurodevelopment disorder that encompasses many disorders
problems in thinking, feeling, language, and social skills
not caused by vaccines although wakefield made study that said so