Final key terms Flashcards
(131 cards)
1
Q
positive reinforcement
A
the infant makes the target action -> reinforcement
2
Q
Memory strategy
A
an action to promote remembering
3
Q
Script
A
a memory structure used to describe the sequence in which events occur
4
Q
Autobiographical memory
A
people’s memory of the significant event and experiences of their own lives
5
Q
Infantile amnesia
A
inability to remember events from ones early life
6
Q
problem solving
A
a goal directed sequence of steps, the cognitive operations used to work through a problem
7
Q
mean-ends analysis
A
determine the difference between the current and desired situations, and then apply some operator (an action or a move) to reduce that difference
8
Q
Heuristics
A
rules of thumb that do not guarantee a solution (mental shortcut)
9
Q
Algorithm
A
Formula using a logical rule that guarantee a solution
10
Q
phonological awareness
A
the ability to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning
11
Q
Decoding
A
identifying individual words by sounding out letters in them
12
Q
Recognizing words
A
recognizing familiar patterns of letters and syllables
13
Q
Comprehension
A
the process of extracting meaning from a sequence of words
14
Q
Lower-level goals
A
forming letters, spelling words and using correct capitalization and punctuation
15
Q
Higher-level goals
A
making arguments comprehensible without intonations, organizing individual points in a coherent framework, and providing the background information
16
Q
Subtilizing
A
the ability to determine the quality of small sets of items without counting
17
Q
Integration
A
the process of combing the acquired relations to construct a more advanced associative network
18
Q
Mapping
A
Numbers are understood as symbols based on a relation between the written form and the quality it stands for
19
Q
fluid intelligence
A
involves the ability to think on the spot by drawing inferences and understanding the relations between concepts that have not been encountered previously - solve problems on the spot
20
Q
crystallized intelligence
A
involves factual knowledge about the world and it reflects long-term memory from prior experiences. Knowledge and skills acquired throughout life
21
Q
Cognitive speediness
A
the ability to perform simple repetitive cognitive tasks quickly and fluently
22
Q
memory and learning
A
the ability to encode, maintain and manipulate information in one’s immediate awareness. The ability to store, consolidate and retrieve information over periods of time
23
Q
visual perception
A
the ability to make use of simulated mental imagery (often in conjunction with currently perceived images) to solve problems
24
Q
Auditory
A
the ability to detect and process meaningful information in sound
25
Retrieval ability
the rate and fluency at which individuals can access information stored in long-term memory
26
cognitive speediness
to preform simple repetitive cognitive tasks quickly and fluently
27
processing speed
speed of making very simple decisions or judgements when items are presented one at a time
28
emotional intelligence
the ability to use ones own and others emotions effectively for solving problems and living happily
29
Mental age
difficulty of the problems that children could solve correctly
30
infant test
Bayley scales of infant development (1 to 42 month old) : cognitive, language, motor, social emotional, adaptive behaviour
31
Intellectual disability
substantial limitations in intellectual ability, as well as problem adapting to an environment, with both emerging before 18 years of age. score 70 or less on IQ
32
childs psychopathology
any developmental disabilities, externalizing disorders, internalizing disorders, and mental health behaviours that negatively affect health
33
comorbidity
presentation of two or more disorders in the same person at the same time
34
Homotypic continuity
persist into adolescence or adulthood, relatively unchanged
35
Heterotypic continuity
Symptoms change over time, underlying pattern of behaviour stays the same
36
Equifinality
Children with different developmental histories show similar developmental outcomes
37
Multifinality
Children with similar early experiences show different outcomes (social, emotional, behavioural)
38
Diagnostic interview
helps clinician gather information to begin treatment
39
Intellectual disability (ID)
range of difficulties from severe developmental disabilities to mild delays
40
stereotypes
behaviours performed in a consistent, rigid, and repetitive manner that have no practical significance
41
Self-injurious behaviours
repetitive movements of hands, limbs or head in a manner that can cause physical harm to the person
42
physical aggression
behaviours that cause destruction or harm to property or other people
43
Autism spectrum disorder (ASD)
Persistent defects in reciprocal social communication or social interactions. Restricted, repetitive patterns of behaviour, interest or activities
44
Specific learning disorder
DSM diagnosis characterized by difficulties in learning or using reading, writing, or math skills; these defects cause impairment in school or other activities
45
specific learning disability
legal term often used to describe children when serious defects in academic skills
46
Attention deficit disorder/hyperactivity disorder
neurodevelopment disorder characterized by significant symptoms of inattention and / or hyperactivity - impulsivity
47
ODD (oppositional defiant disorder)
pattern of noncompliant, defiant and / or spiteful behaviour towards others
48
CD (Conduct disorder)
serious condition characterized by a repetitive and persistent pattern of behaviour in which the basic rights of others or major appropriate societal norms are violated
49
OCD (obsessive compulsive disorder)
presence of recurrent, unwanted obsessions or compulsions
50
Obsessions
recurrent and persistent thoughts, urges, or images that are experienced as intrusive and unwanted
51
Compulsions
repetitive behaviours or mental acts that an individual feels driven to preform in response to an obsession or according to rules that must be applied rigidly
52
Dysthymia (persistent depressive disorder)
Depressed mood for most of the days, for more days than not, for at least two years (one year in children)
53
Manic episode
distinct period of abnormally, persistently elevated, expansive, or irritable mood and persistently increased activity and energy
54
Hypomania
a distinct period of elevated, expansive, or irritable mood or increased energy
55
Hallucinations
seeing or hearing things that aren't present
56
Delusions
fixed beliefs that are not amendable to change in light if conflicting evidence
57
Disorganized speech
talking too much or too little, repeating words / phrases, made-up words
58
Language
communication using sounds (or gestures) and symbols that enable us to express our feelings, thoughts, ideas and experiences
59
Phonology
the sounds of language and the rule system for combining them
60
Phonemes
the basic and the smallest significant unit of sound within a language
61
Morphology
the forms and structure of words
62
Morphemes
the smallest meaningful unit in language (cannot be further divided)
63
Syntax specifies
ordering of words; how words and phrases are arranged yo form correct sentences
64
Semantics
study of meaning in language
65
Pragmatics
use of language within particular context
66
Categorical perception
we perceive speech sounds as belong to discrete categories
67
infant-directed speech
short sentences, high pitch, exaggerated expression clearly pronunciation
68
cooing
infants produce long, drawn out vowel sounds, such as "oooooooo" or "ahhhhh"
69
Babbling
infants produce syllables made up of a consonant followed by a vowel that are repeated in strings (ex-papapa)
70
Tuen-taking
caregiver and baby take turns giving and receiving objects
71
fast mapping
word-object associations following minimal exposure
72
name explosion
vocabulary development takes off (10+ words / week)
73
joint attention
parents carefully observe what interests their babies. parents and children work together to create conditions that foster word learning: parents label objects and children rely on adults behaviour to interpret the words they hear
74
Constraints
reduces the number of possibilities considered
75
holophrastic period
infants say the words in their small productive vocabulary only one word at a time
76
overextension
using the word too broadly
77
underextension
defining the world too narrowly
78
Telegraphic
consist only of words directly relevant to meaning
79
overregularization
treat irregular forms of words as if they were regular
80
behaviourist answer
children imitate the grammatical forms they hear
81
linguistic answer
children were born with mechanisms that simplify the task of learning grammar
82
Chomsky
universal grammar, a hard-wired set of principles and rules that govern grammar in all languages
83
communicative function
accounts focused on social interaction maintain that virtually everything about language development is influenced
84
Modularity hypothesis
the human brain contains an innate, self-contained language module that is separate from other aspects of cognitive functioning
85
Emotional Intelligence (EI)
a set of abilities that are key to competent social functioning
86
Postive emotions
smiling is the first clear sign of happiness
87
social smile
most often when interacting with others as early as 6 to 7 weeks of age
88
negative emotions
fear emerges 6 months of age, which can be seen in response to unknown adults (stranger wariness)
89
Separation anxiety
feelings of distress that children, especially infants and toddlers, experience when they are separated, or expect to be separated, from individuals to whom they are attached
90
self-conscious emotions
that relate to our sense of self and our consciousness of others' reactions to us
91
complex emotions
during the preschool years, children often exhibit shame or guilt when they do something wrong
92
Social referencing
infants look to caregiver for cues to interpret the situation, in unfamiliar or ambiguous environments
93
Display rules
informal, culturally-specific guidelines about what emotions are appropriate for a given situation, based on the occasion
94
Temperament
constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation. Temperamental as relative stability over time
95
activity level
ratio of active periods in inactive ones
96
rhythmicity
regularity to body functions
97
Distractibility
degree to which stimulation from the environment alters behaviour
98
approach / withdrawal
response to a new object, food or person
99
adaptability
ease with which child adapts to changes in the environment
100
attention span and persistence
amount of time devoted to an activity
101
intensity of reaction
energy level of response
102
threshold of responsiveness
intensity of stimulation required to evoke a response
103
quality of mood
amount of friendly behaviour as opposed to unfriendly behaviour
104
easy child
has regular patterns of eating, sleeping, and toileting; adapts to new situations and shows low intensity reactions
105
Difficult child
has less predictable schedules, withdraws from new situations, and reacts intensely to stimuli
106
slow to warm up child
often unhappy, adapt more quickly than 'difficult' category
107
DRD4 gene
linked to brain systems that regulate attention, motivation and reward
108
attachment
an emotional bond with a specific person that is close and enduring across space and time
109
Bowlby's Attachment theory
children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival
110
Secure base
the presence of a trusted caregiver provides an infant to toddler with a sense of security that makes it possible for the child to explore the environment
111
self-concept
a conceptual system made up of one's thoughts and attitudes about oneself.
112
self-recognition
the awareness of one's own experience
113
individualist cultures
focus on the uniqueness of the individual
114
collectivist cultures
focus on the group membership
115
self-structure
an internal, self-constructed, dynamic organization of drives, abilities, beliefs and individual history
116
diffusion
low commitment and low exploration. confused or overwhelmed by the task of achieving and identity and are doing little to achieve one
117
Foreclosure
high commitment and low or no exploration. May occur when parents hand down their traditions leaving the adolescent without a conscious choice
118
Moratorium
Low commitment and high (active) exploration. May try many different things as they seek to discover their identities-> may result in conflict with parents / authority
119
Achievement
high commitment and high exploration. A crisis has been resolved and a commitment has been made to a particular identity
120
Self-esteem
one's overall evaluation of the self and the feelings engendered by that evaluation
121
Self-control
the ability to control one's behaviour and to inhibit impulsive responding to temptation
122
delay of gratification tasks
self-control develops across childhood, as can be seen in changes in performance
123
morality
a culturally transmitted set of normative values and rules that enable people to love together in harmony
124
moral development
process through which children develop proper attitudes and behaviours towards other people in society, based on social and cultural norms, rules and laws
125
Piaget Theory of Moral Judgement
children's moral reasoning changes from rigid acceptance of the dictates and rules of authorities to an appreciation that moral rules are a modifiable product of social interaction
126
Pre-moral stage (between 2 and 4 years)
no well defined ideas about morality. Believe that adult authority is absolute
127
Moral realism stage (between 5 and 7 year)
evaluations of acts is based on outcome rather than interventions
128
Immanent justice
believe that breaking a rule always leads to punishment
129
heteronomous morality
rules that must be followed and cannot be changed
130
Moral relativism stage (between 8 and 10 years)
children begin to understand that rules are created by people. start to take one another's perspectives
131
Autonomous morality
free will is important consideration when judging morality
