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child development > exam #2 > Flashcards

exam #2 Flashcards

(73 cards)

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1
Q
  • 12-18 months
  • actions that are varied through trial and error to produce desirable consequences (ex: dropping toys from different heights)
A

stage 5: tertiary circular reactions

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2
Q

complex behaviors involving psychological, expressive, and cognitive elements that influence behavior

A

emotions

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3
Q

the acquisition, coordination, and integration of basic motor skills
ex: grasping, reaching, locomotion

A

early postnatal period

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4
Q

unfamiliar words label new objects

A

mutual exclusivity bias

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5
Q

one-word stage takes place at __ months of age

A

5
- nominals
- vocab spurt

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6
Q

rules for using language effectively within a social context

A

pragmatics

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7
Q

gaining knowledge about the sound system of language

A

phonological development

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8
Q

making the environment fit you; preserving existing scheme
ex: child calls a “cat” a “dog”

A

assimilation

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9
Q

words that label objects, people, or events (mama, doggy, hi, moon, ball)

A

nominals

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10
Q

the understanding that people and objects exist even when they cannot be seen

A

object permanence

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11
Q

imitating people and scenes that were witnessed in the past

A

deferred imitation

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12
Q

more competent people provide temporary framework that supports children’s thinking at a higher level than children could manage on their own

A

social scaffolding

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13
Q

vowel-like utterances
- “oo-ing” & “ah-ing”

A

cooing

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14
Q

rapid weight gain & height growth happens in

A

the first year of life

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15
Q

looking to others for emotional cues

A

social referencing

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16
Q

__-__ verbal interactions have positive effects on language development

A

mother-infant

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17
Q

greatest risk at 2-4 months of age
risk factors
sleeping stomach-down or on side
low birth weight
low APGAR score
mother smoked during pregnacy
too soft of bed
overheating (warm room, too many layers)
may represent transition from reflex to intentional behavior

A

SIDS (sudden infant death syndrome)

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18
Q

a new skill is the product of the following

A

central nervous system development
movement possibilities of the body
motivation/goals
environmental support

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19
Q

Thomas & Chess patterns of temperament

A
  • easy: reactions proportional to events
  • slow-to-warm-up: react negatively to new situations, more mellow and no extreme reactions
  • difficult: extreme reactions to situations
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20
Q
  • 4-8 months
  • actions are focused on events or objects outside of the body (ex: infant plays with a rattle and shakes it repeatedly)
  • only act on what they see (no object permanence)
A

stage 3: secondary circular reactions

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21
Q
  • social scaffolding
  • zone of proximal development
A

Lev Vygotsky: sociocultural theory

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22
Q
  • sensorimotor: birth-2 years
  • preoperational: 2-7 years
  • concrete operations: 7-11 years
  • formal operations: 11-15 years
A

Piaget’s stages

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23
Q

__ acquire vocabulary and language skills earlier than __

A

girls earlier than boys

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24
Q

ex: crawling, walking, jumping

A

gross motor skills

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25
refers to thought processes and mental activities
cognition
26
consonant-vowel utterances - “da” & “ba”
babbling
27
- better grasp of what the physical world is really like - become systematic and logical thinkers
concrete operational stage
28
is the child’s temperament compatible with the environment? (parenting style)
goodness of fit
29
newborns seem to experience distress, interest, and pleasure, which turns into
distress = anger, sadness, and fear interest = surprise pleasure = happiness
30
frequency of expression of happiness and other positive emotions
positive affect
31
the smallest units of sound that change the meaning of words ex: 'mop' vs 'pop' - /m/ vs /p/
phoneme
32
rules for forming a word
morphology
33
a system of sounds or gestures that people use to communicate with others
language
34
__-__ year olds clearly display empathy - giving a hug, sharing a toy
2-3 year olds
35
not yet able to perform mental operations - conservation - egocentrism
preoperational stage
36
small, precise movements ex: reaching, grasping, drawing
fine motor skills
37
the repetition of an action to experience pleasure
circular reactions
38
- still telegraphic speech - “no bed now” or “turn light off”
three-word stage
39
the social norms for when, where, how, and to whom to express emotions
emotion display rules
40
parents, teachers, or others rate the child - infant behavior questionnaire - child behavior questionnaire
measuring temperament
41
- 18-24 months - pretend play - deferred imitation
stage 6: enduring mental representations
42
fear/distress in response to novel or intense situations
fearful distress
43
- prior to 24 months - “bed” or “light”
single word stage (holophrases)
44
- 1-4 months - actions are centered on the baby’s body (ex: thumb-sucking) - accidental movements
stage 2: primary circular reactions
45
period of rapid word acquisition (18-24 months)
vocabulary spurt
46
__-__ month olds can discriminate different facial expressions
2-3 month olds
47
no emotion leads to distress
still-face paradigm
48
expression of distress when frustrated
irritable distress
49
primary emotions (most basic)
anger, sadness, fear, disgust, surprise, happiness
50
involuntary movement in response to touch, light, sound, or other stimulation ex: grasping, rooting, stepping
reflexes
51
- turn taking - sarcasm - idioms different situations call for different forms of speech (talking to a friend vs professor)
pragmatics
52
a basic, innate disposition that is relatively stable over time
temperament
53
__ more readily respond to their infant’s vocal cues than __
mothers more than fathers
54
rules for creating words and sentences
grammar
55
__ & __ of sleep impacts all domains of child development
quantity & quality
56
making yourself fit the environment, modifying existing scheme ex: child no longer puts “cat” in “dog” category
accommodation
57
children with an older sister had better language skills than children with an older brother
older brother effect
58
mothers respond preferentially to their infant __ than __
girls than boys
59
inappropriate application of syntactic rules - “he goed” instead of “he went”
overregularization
60
- 8-12 months - infants can remove a cover to retrieve a hidden object - they do have object permanence - A not B error: babies still make mistakes
stage 4: coordination of secondary circular reactions
61
- preparing us for action: survival mechanism - emotions as information: shape behavior - interacting with others: social signals
functions of emotions
62
focus on cognitive processes that exist at all ages, rather than viewing cognitive development in terms of discontinuous stages - attention - memory - executive function (cognitive regulation)
information processing approach
63
parents provide labels
labeling - joint object
64
reactivity - activity level - attention span/persistance - fearful distress - irritable distress - positive affect self-regulation - effortful control
Rothbart & Bates temperament
65
meanings of words or combinations of words
semantics
66
emphasize that other people and the surrounding culture contribute greatly to children’s cognitive development - Lev Vygotsky: sociocultural theory
sociocultural approaches
67
infants show preferential vocal response to their __
mothers
68
the gap between what children can do unsupported and what they can do with support
zone of proximal development
69
mastery of motor skills involves acquiring increasingly complex systems of action
dynamic-systems theory
70
- telegraphic speech - “no bed” or “light off”
two-word stage
71
- birth-1 month - innate reflexes are exercised (ex: sucking reflex)
stage 1: simple reflexes
72
secondary (sociomoral) emotions
require social/cultural learning - embarrassment - shame - guilt - pride - empathy
73
crying in response to hearing another infant cry
emotional contagion

child development (3 decks)

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