Exam 2 Flashcards
(185 cards)
0
Q
The overly narrow use of a word
A
Underextension
1
Q
The use of a word beyond its customary semantic boundary
A
Overextension
2
Q
What are the stages of language development
A
Babbling and other vocalizations (crying, cooing and babbling)
Gestures
First words
Two word Utterances
3
Q
The use of content words without grammatical markers such as articles, auxiliary verbs, and other connectives
A
Telegraphic speech
4
Q
Language spoken in a higher pitch than normal with simple words and sentences
A
Child directed speech
5
Q
Language is acquired via various types of learning
A
Behaviorist Theory of language development
6
Q
Focus on the innate capacity for language we are born with an understanding of language. Language acquisition device and Universal grammar
A
Nativist views
7
Q
Issue with the behaviorist theory
A
most utterances are never reinforced
8
Q
Mental ability to impose structure on the infant’s linguistic enviornment
A
Language acquisition device
9
Q
Problem with the nativist theory
A
Fails to explain various aspects of aquisition
10
Q
Inborn understanding of basic rules of language
A
Universal grammar
11
Q
Linguistic skill viewed as a form of social skill development
A
Social Interactionist theory of language development
12
Q
What supports the social interactionist theory of language development
A
evidence that cultural context affects language development
13
Q
What is an issue with Social interactionist theory of language development
A
Can not account as well for grammatical as for semantic development
14
Q
Structure exists in the language itself. Children only need to notice it and make the necessary neural connections to use their knowledge
A
Connectionist theory (neural network view)
15
Q
Infants extract statistical information about how likely one syllable is to follow another
A
Statistical learning
16
Q
At what age does cooing begin
A
2 months
17
Q
At what age are first words uttered
A
10-15 months
18
Q
Child learns more nouns than any other type of word
A
Referential pattern
19
Q
Child learns more types of other words
A
Expressive patteren
20
Q
Assumptions of fast mapping
A
whole-object, taxonomic, and mutual exclusivity assumptions
21
Q
Learning of new words on the basis of very little imput
A
Fast-mapping
22
Q
Words refer to whole objects
A
Whole-object
23
Q
The name of the object applies to the object and to different things
A
Taxonomic
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Different names refer to different things
Mutual exclusivity assumptions
25
Stages, based on fundamental conflicts, which are focused on social issues
Erikson's theory
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Trust vs Mistrust
Infancy
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Autonomy vs shame and doubt
Toddler period
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Subjective feelings, such as sadness, joy and fear, which arise in response to situations and experiences and are expressed through altered behavior
Emotions
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2-3 months of age, directed at others
Social smile
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Expressed at about 6 months of age
Anger and distress
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Expressed at 8 months of age.
Sadness
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Emotion elicited by the still-face
sadness
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Emerges at 7-9 months of age
fear
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Emotions that emerge during the second year of life
Pride, guilt, shame, embarrassment
35
What type of emotions are pride, guilt, sadness, shame and embarrassment
Self-conscious emotions
36
Emotions that are present in humans and other animals, and emerge early in life
Primary emotions
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Emotions that require self-awareness, especially consciousness and a sense of "me"
Self-conscious emotions
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A smile that does not occur in response to external stimuli
Reflexive smile
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A smile in response to an external stimulus
Social smile
40
A rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry
Basic cry
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A cry similar to the basic cry with more excess air forced through the vocal cords
anger cry
42
A sudden appearance of a long, initial loud cry without preliminary moaning, followed by breath holding
pain cry
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An infants fear and wariness of strangers
Stranger anxiety
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An infants distressed reaction when the caregiver leaves
Separation protest
45
The predisposition to respond in certain endurng and characteristic ways to one's environment
Temperment
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A child who is generally in a positive mood, quickly establishes regular routines in infancy and adapts to new experiences
Easy child
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A child who reacts negatively and cries frequently, engages in irregular routines and is slow to accept change
Difficult child
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A child who has a low activity level, is somewhat negative, and displays a low intensity of mood
slow to warm up
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What makes infants less likely to become distressed
the feeling of control
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The regularity of basic functions, such as sleep, wakefulness, and hunger
Rhythmicity
51
The intensity and frequency of motor movements
Activity
52
The degree to which a child accepts or rejects new people, objects or situations
Approach-withdrawl
53
The amount of time a child is devoted to an activity
attention span
54
How quickly and easily a child adjusts to change
Adaptability
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The extent to which a child expresses positive or negative emotions
Quality of mood
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The degree to which stimuli in the environment alter a child's behavior
Distractibility
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The intensity of stimulation needed to elicit a response
Threshold of responsiveness/ sensitivity
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The energy level of a child's response
Intensity of reaction
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The match between a child's temperament and the environmental demands and constraints the child must deal with
Goodness of fit
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The mismatch between a child's temperament and the environmental demands and constraints the child must deal with
poorness of fit
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What did Yen and Ispa (2000) find
Temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There is no such trend for girls
62
What are the influences on temperment
```
Biological roots (some aspects are inherited)
Environmental influences (caregiving practices)
Goodness of fit (accommodation of caregiving environment to child's temperament)
```
63
An enduring emotional tie characterized by a tendency to seek and maintain closeness to a specific figure, particularly under conditions of stress.
Attachment
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When does stranger anxiety appear
at about 7 months
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When does the anxiety of response to stranger anxiety peak
8-10 months and then gradually declines during the 2nd year
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A response in which negative protests accompany sepration from attachment figures
Separation anxiety
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When does separation anxiety begin
7 or 8 months of age
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When does separation anxiety increase
during the second year of life and then declines
69
A procedure used to assess infants' attachment behavior under conditions of increasing stress due to separations from caregivers and strangers
Strange Situations
70
Children who use the mother as a kind of homebase and are at ease when she is present; when she leaves they become upset and go to her as soon as she returns
Securely attached
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How many children are securely attached
Two thirds of children
72
Children who do not seek proximity to the mother; after the mother has left they seem to avoid her when she returns as if they are angered by her behavior
Avoidant attachment
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What percent of children are avoidant attached
20% of children
74
Children who display a combination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously see close contact but also hit and kick her
Ambivalent attachment
75
What percent of children have ambivalent attachment
12% fall into this category
76
Children who show inconsistent often contradictory behavior such as approaching the mother when she returns but not looking at her
Disorganized/disoriented attachment
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Which is the least securely attached of all the attachments
Disorganized/disorientated attachment
78
What phase of attachment is when Infants instinctively direct their attachment to human figures
Phase 1 from birth to two months
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What phase of attachment is when attachment becomes focused on one figure usually the primary caregiver as the baby gradually learns to distinguish familiar from unfamiliar people
Phase 2: from 2 to 7 months
80
What is the phase of development when specific attachments develop. Increase locomotor skills, babies actively see contact with regular caregivers
Phase 3: from 7 to 24 months
81
What is the phase of attachment were children become aware of others' feelings goals and plans and begin to take this into account in forming their own action
Phase 4: from 24 months on
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According to Ainsworth what matters most in regards to attachment
Caregiver's sensitive responsiveness to the infants
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Model in which infants and parents learn to communicate emotional states to one another and to respond appropriatly
Mutual regulation model
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A process in which infants behaviors invite further responses from parents and other caregivers
Reciprocal socialization
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Consequences of attachment
Children get along better with their peers, tolerate frustration better, better emotional expression, Older children are comfortable seeking help from others and approaching new environments, follow directions easily, seldom cry, fuss or become angry
86
What is the effects of day care
benefits low-income children. It enhances their intellectual performance, increases their curiosity and concentration and fosters independence, social competence, and cooperativeness
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What negative effects do some studies report about day care
increases children's aggression and decreases their complaince
88
What did belsky say about childcare
can put child at risk for insecure attachment if they spend more than 0 hours a week in non-maternal care
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What did Howes say about child care
The quality of care is a better predictor of future attachment than amount of time spent.
90
What are the 5 ways to judge the quality of a day care center
Give yourself time
Examine the physical environment
Take notice of the adult-child ratios and group size
look at the training of the staff and the licensing
Make certain the curriculum is developmentally appropriate
91
Deliberate abuse or neglect of a child
Child maltreatment
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What are the types of maltreatment
Neglect
Physical abuse
Sexual abuse
Emotional abuse
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What are the 5 impact of child maltreatment
```
School problems
Problems with peers
low self-concept
Academic failure
Higher levels of aggressive behavior
```
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5 Factors related to child maltreatment
Parents who are emotionally disturbed or are substance abusers
Infants who are preterm, disabled or have a difficult temperament
low-income, disorganized or crowded households
Socially isolated families
Communities that offer few resources or condone violence
95
What are the changes to the growth of the body after 24 months of age
Pace of growth slows down, body becomes leaner, losses baby fat, arms and legs lengthen, muscle tone improves, better posture
96
What is the average weight gain in early childhood
4-5 LBS
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What is the average height gain in early childhood
2 1/2 - 3 1/2 inches per year
98
What percentage of 4-6 year olds wet the bed
25%
99
What is the cause of Enuresis
Heredity
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Is enuresis more common for boys or girls
boys
101
What is the best response to enuresis
non-judgemental
102
What helps a child to outgrow Enuresis
increasing bladder control
103
What are the major changes in the brain in early childhood
Increases in size
Pruning of synapses
Increasing lateralization
104
The process in which the nerve cells are covered and insulated with a layer of fat cells
Myelination
105
What is the purpose of myelination
Insulates and speeds transmissions
106
What is the difference in size of the frontal cortex of an adult with that of a child
The synaptic density is twice that of an adult
107
Where is the most rapid growth in the brain
in the frontal lobe
108
Does grey matter increase of decrease
decrease
109
What are the two causes of pruning
Genetic heritage and specific experiences
110
How are synapses chosen to prune
active synapses remain in place inactive ones disappear
111
Specialization of function in one hemisphere of the cerebral cortex or the other
Lateralization
112
Skills that involve the use of large muscles
Gross motor skills
113
Who is more active boys or girls
Boys
114
Skills that involve the use of small muscles
Fine motor skills
115
Who is better at fine motor skills boys or girls
Girls
116
What is the drawing stated age two
Basic scribbles
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What is the drawing stage after scribbles and before age 3
Placement stage
118
What is the draw being stage at age 3
Shape stage
119
What is the stage of drawing between the ages of three and four
Design stage
120
What is the drawing stage between the ages of four and five
pictorial stage
121
What are the six basic shapes children draw
Circles, squares or rectangles, triangles, crosses, Xs and forms
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Drawings that are drawn on a page in a placement pattern
Placement stage
123
Drawings consisting of diagrams in different shapes
Shape stage
124
Drawings that mix two basic shapes into more complex designs
Design stage
125
At what age do children start to drop more representational drawings
Four or five years of age
126
What affects drawings
Cultural experiences
127
What is the most common cause of serious injury in children
Motor vehicle crash
128
At what age should children be taught swimming
Age 5
129
Do injuries increase or decrease with age
Increase
130
The ability to recognize that one object stands for another
representational skills
131
A type of play that involves enactment of roles and stories
Sociodramatic play
132
What are the 10 characteristics of the pre-operational stage
Symbolic representations egocentrism
inability to engage in Operations Animism
Irreversibility Centration
lacks conservation skills Static thinking
Intuitive rather than logical can not do class inclusion
133
mental representations of objects and people that can be manipulated in the mind
Symbolic representation
134
Mental calculations
operations
135
Inability to mentally revers actions
irreversibility
136
tasks used to assess children's use of operations, in which children much decide whether a transformed object is the same as or different from what it was before
Conservation tasks
137
The central sameness of an object despite physical changes to it
Identity concept
138
The child cannot distinguish between one's own perspective and someone else's perspective
Egocentrism
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Children believe that inanimate objects have lifelike qualities and are capable of action
Animism
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Children focus on one characteristic and ignore all others
Centration
141
The tendency to attend more to the outcome then to the changes that produced the outcome
Static thinking
142
Understanding that some classes or sets of objects are also subsets of a larger class
Class inclusion
143
The process by which we select information that will be processed further
Attention
144
What are the three components of the memory system
Sensory storage, short-term memory, long-term memory
145
Why don't younger children have good memories
Failure to use rehearsal, organization, and elaboration
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The ability to identify something that was encountered before
Recognition
147
Ability to reproduce material from memory
Recall
148
Which is better recognition or recall
Recognition
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What does recognition involve
Encoding and retention
150
What does recall involve
Use of strategies for retrieval and knowledge about materials at hand and about memory itself
151
The understanding of inner mental events that people think, imagine, pretend and wonder about the world around them.
Theory of mind
152
The memory component in which individuals retain information for up to 30 seconds, assuming there is no rehersal
Short term memory
153
The concept that the last number in a counting sequence represents the quantity of objects in a set
Cardinality
154
Cognitive growth seems to originate in the social experiences with older children and adults
Vygotsky's sociocultural approach
155
Support from others
Guided participation
156
Changing level of support given as a child begins to master an activity
Scaffolding
157
The gap between what can be done alone and what can be done with adult support
Zone of proximal development
158
Arises out of children's internalization of speech they've heard from others
Private speech
159
This type of speech is likely what a child is working on challenging problems and declines as the child grows older but may reappear when confronted with especially difficult tasks
Private speech
160
By what age are most children competent speakers of a language and have mastered the basics of semantics syntax and pragmatics of language
Age 5
161
The meanings associated with words
Semantics
162
The grammar rules of a language
syntax
163
The practical rules guiding the use of verbal and nonverbal communication in different situations
Pragmatics
164
Associating the sound of the word with the concept the word stands for
Fast mapping
165
What is the average number of words per day of preschooler acquires
Five
166
Inappropriate use of grammatical rules
Over regularize
167
The phrase, "I have 2 feets" is an example of what
Over regularization
168
Objects have only one label and words referred to separate non-overlapping categories
Mutually exclusive bias
169
Children use grammatical information to help them work out the most likely meaning of a new word
syntactic bootstrapping
170
What is the most important factor supporting growth of communication
Immersion in a conversational world
171
What is considered a late talker
Fewer than 50 words by age 2
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What percentage will grow out of the talking deficit by age 5
75%
173
Predictors of persistent language difficulties
Trouble with using third person singular
Trouble using past tense
Adult relatives who experienced language delays
174
What are the indicators for quality childcare
Trained caregivers, small groups, sensitivity to individual needs and high levels of verbal stimulation
175
What is the ratio of caregiver to children for babies and toddlers
One caregiver to four children
176
What is the ratio of caregiver to preschooler
1 to 10
177
What are the positive effects of educational television
Children who watch frequently learn more words
| Frequent of yours at age 5 had higher grade point averages
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What are the negative effects of watching educational television
No clear-cut link between TV viewing and participation and other activities
Many shows for children contain violence
Advertising is often present
Positive correlation between TV watching and weight
179
How many hours of TV watching is recommended by the American Academy of pediatrics
1 to 2 hours per day
180
How often should a child take a break from TV viewing
Every 30 minutes
181
Refers to an individual's belief about the attributes and capacities she or he possesses (domain specific)
Self concepts
182
At ages 3 to 5 what does the self concept focus on
External appearances and external objects
183
By age 6 what self-concept do children focus on
Emotional states relationships and social groups and skills in relation to those of others
184
Who developed the gender schema theory
Bem
