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Developmental Psychology > PART 5. COGNITIVE DEVELOPMENT DURING FIRST 3 YEARS > Flashcards

PART 5. COGNITIVE DEVELOPMENT DURING FIRST 3 YEARS Flashcards

1
Q

6 Approaches to Studying Cognitive Development

A 
Behaviorist Approach
Psychometric Approach
Piagetian Approach
Information-Processing Approach
Cognitive Neuroscience Approach
Social-Contextual Approach
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2
Q

how behavior changes in response to experience; basic mechanics of learning

A

Behaviorist Approach

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3
Q

measures quantitative difference in abilities that make up intelligence

A

Psychometric Approach

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4
Q

looks at stages in the quality of cognitive functioning

A

Piagetian Approach

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5
Q

This approach studies how kids process information from the time they encounter it until they use it

A

Information-Processing Approach

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6
Q

identify what brain structures are involved in specific aspects of cognition

A

Cognitive Neuroscience Approach

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7
Q

effects of environmental aspects to the learning process, particularly the role of parents and caregivers

A

Social-Contextual Approach

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8
Q

association of a stimulus [neutral] with another stimulus [unconditioned] to produce a response [conditioned]

A

classical conditioning

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9
Q

association of behavior and event

A

operant conditioning

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10
Q

a case in which we are not able to remember memories from when we are infants

A

infantile amnesia

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11
Q

actions goal-oriented and adaptive to circumstance and conditions of life

A

intelligent behavior

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12
Q

measures intelligence by comparing examinees’ performance with standardized norms

A

Intelligence Quotient (IQ) Test

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13
Q

standardized test of infant’s mental and motor development

A

Bayley Scale of Infant and Toddler Development

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14
Q

measures influence of home environment on children’s cognitive growth

A

Home Observation for Measurement of the Environment

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15
Q

organized patterns of thought and behavior used in particular situations

A

schemes

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16
Q

infants learn to reproduce desired occurrences originally discovered by chance

A

circular reactions

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17
Q

Substages of Piagetian Approach

A

Use of reflexes (birth-1 month)
Primary circular reactions (1-4 months)
Secondary circular reactions (4-8 months)
Coordination of secondary schemes (8-12months)
Tertiary circular reactions (12-18 months)
Mental combinations (18-24 months)

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18
Q

systematic process of providing services to help families meet young children’s developmental needs

A

early intervention

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19
Q

Substage of Piagetian Approach wherein babies exercise inborn reflexes

A

Use of reflexes (birth-1 month)

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20
Q

Substage of Piagetian Approach wherein babies repeat pleasurable behaviors that first occur by chance and begin to coordinate sensory information

A

Primary circular reactions (1-4 months)

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21
Q

Substage of Piagetian Approach wherein actions are intentional but not initially goal-oriented

A

Secondary circular reactions (4-8 months)

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22
Q

Substage of Piagetian Approach wherein behaviors are purposeful, goal-oriented, and babies now anticipate events

A

Coordination of secondary schemes (8-12months)

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23
Q

Substage of Piagetian Approach wherein infants show curiosity and use trial and error to solve problems

A

Tertiary circular reactions (12-18 months)

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24
Q

Substage of Piagetian Approach babies wherein representational ability emerges thus, symbolic thought allows anticipation

A

Mental combinations (18-24 months)

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25
Q

capacity to store mental images of an object or event

A

representational ability

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26
Q

Key Development in Sensorimotor Stage

A 
Imitation
Object Permanence
Symbolic Development
Categorization
Causality
Number
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27
Q

important part of learning

A

Imitation

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28
Q

realization that object continue to exist even when out of sight

A

Object Permanence

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29
Q

understanding that images represent something else

A

Symbolic Development

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30
Q

recognition of classification; nested relationships

A

Categorization

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31
Q

awareness that one event may cause another

A

Causality

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32
Q

recognition and manipulation of small numbers

A

Number

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33
Q

imitation with parts of one’s body that one can see

A

visible imitation

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34
Q

imitation with parts of one’s body that one cannot see

A

invisible imitation

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35
Q

reproduction of observed behavior after the passage of time by calling a store symbol of it

A

deferred imitation

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36
Q

induced to imitate a series of action they have seen but not done before

A

elicited imitation

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37
Q

objects have their own independent existence

A

object concept

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38
Q

when infants look for an object where it is first found although they saw it being moved to another place

A

A-not-B error

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39
Q

Esther Thelen’s theory which proposes that the decision where to search is not what the baby knows, but about what they do and why.

A

Dynamic System’s Theory

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40
Q

intentional representations of reality

A

symbols

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41
Q

ability to understand nature of pictures

A

pictorial competence

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42
Q

momentary misperception of the relative sizes of objects

A

scale error

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43
Q

this hypothesis propose that kids under 3 years have difficulty grasping spatial information because of the need to keep more than one representation at the same time

A

dual representation hypothesis

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44
Q

familiarity of a stimulus reduces or stops a response

A

habituation

45
Q

increase in responsiveness after presentation of a new stimulus

A

dishabituation

46
Q

tendency to look at one sight longer than another

A

visual preference

47
Q

tendency to prefer new sights to familiar ones

A

novelty preference

48
Q

ability to distinguish a familiar visual stimulus from unfamiliar one when shown simultaneously

A

visual recognition memory

49
Q

ability to use information gained by one sense to guide another

A

cross-modal transfer

50
Q

shared focus of two individual on an object or event

A

joint attention

51
Q

it measures visual reaction time and visual anticipation

A

Visual Expectation Paradigm

52
Q

speed of gaze shift to a picture that has just appeared

A

visual reaction time

53
Q

infant looks at the place where he/she expects the next picture to appear

A

visual anticipation

54
Q

usually how infants categorize [shape, color, and pattern]

A

perceptual features

55
Q

based on real-world knowledge [function]

A

conceptual features

56
Q

dishabituation to a stimulus which conflicts with experience is taken as proof that babies recognize new stimulus as surprising

A

violation-of-expectations

57
Q

inborn reasoning abilities

A

innate learning mechanisms

58
Q

procedural memory; unconscious recall

A

Implicit Memory

59
Q

declarative memory; intentional and conscious memory

A

Explicit Memory

60
Q

this part of the brain develop the working memory

A

prefrontal cortex

61
Q

short-term storage of information being actively processed

A

working memory

62
Q

its development results to longer-lasting memories

A

hippocampus

63
Q

refers to mutual interactions with adults who help kid’s activities and fill the gap between their understanding and an adult’s

A

Guided participation

64
Q

A theory made by ______, which proposed that learning is a collaborative process wherein kids learn by conversing with more knowledgeable members of society.

A

Socio-cultural theory by Lev Vygotsky

65
Q

it is a communication system based on words and grammar

A

Language

66
Q

forerunner of linguistic speech; utterance of words that are not words

A

Prelinguistic Speech

67
Q

a baby’s first means of communication

A

crying

68
Q

an infant’s expression to show happiness

A

cooing

69
Q

repetition of consonant-vowel sound

A

babbling

70
Q

when a baby accidentally imitates a word in which the parents encourage

A

Accidental Imitation

71
Q

when a baby imitates and repeats a word without understanding

A

Deliberate Imitation

72
Q

True or False. Sound discrimination starts when born.

A

False. It starts in the WOMB.

73
Q

smallest unit of speech

A

Phonemes

74
Q

True or False. An infant can recognize any phonetic sounds.

A

True

75
Q

True or False. During 6-10 months, recognition of native phonetic sounds increases as well as discrimination of nonnative sounds.

A

False. Discrimination of nonnative sounds DECLINES.

76
Q

True or False. At the end of the 1st year, babies lose sensitivity to sound that are not part of language/s they usually hear.

A

True

77
Q

True or False. Bilingual babies learn language at the same rate with those that learn only one.

A

True

78
Q

True or False. Bilingual babies have large vocabularies in both languages like those that learn only one.

A

False. Babies with only one language tend to have larger vocabularies. However, vocabularies of bilingual babies are smaller in both languages.

79
Q

A gesture that expresses an infants thoughts without talking.

A

pointing

80
Q

A gesture that is used for social interactions like waving bye-bye, nodding, and shaking one’s head.

A

conventional social gestures

81
Q

A gesture that expresses something else like holding arms up to show he/she wanted to be picked up.

A

representational gestures

82
Q

A gesture like blowing to show that it is hot and sniffing for flower.

A

symbolic gesture

83
Q

A communication used by deaf babies to learn sign language which is similar to babbling,

A

hand-babbling

84
Q

verbal expression designed to convey meaning

A

linguistic speech

85
Q

single word that conveys a complete thought

A

holophrase

86
Q

it is what infants understand

A

receptive vocabulary

87
Q

spoken form of vocabulary

A

expressive vocabulary

88
Q

early form of sentence used by infants by using just enough essential words to get their message across

A

telegraphic speech

89
Q

rules for forming a sentence. It varies depending on the language. Babies are more competent in this by 20-30 months.

A

Syntax

90
Q

Characteristics of Early Speech:

A

Oversimplification
Underextending word meanings
Overextending word meanings
Overregularizing rules

91
Q

A characteristic of early speech when babies tend to say just enough get their meaning across.

A

Oversimplification

92
Q

restricting a word to a single object.

A

Underextending word meanings

93
Q

3.using words in too broad of a category.

A

Overextending word meanings

94
Q

4.inappropriate use of syntactical rule.

A

Overregularizing rules

95
Q

theory that states that learning is based on experience and learned associations

A

Learning theory

96
Q

this views learning as the active role of the learner

A

nativism

97
Q

who pioneered nativism?

A

Noam Chomsky

98
Q

An inborn device which programs an infant’s brain to analyze language that they hear.

A

Language Acquisition Device (LAD)

99
Q

the earliest parts of the brain that develops and also in-charge of a baby’s crying

A

brain stem and pons

100
Q

its maturation occurs at about the same time when a baby shows repetitive babbling

A

motor cortex

101
Q

This model supports the idea that the environment wherein a kid grows, as well as their relationships, affect the pace of language learning.

A

Bronfenbrenner’s Bioecological Model

102
Q

it is the incorporation of elements from different languages within a sentence

A

code-mixing

103
Q

it is the switching of various languages between sentences

A

code-switching

104
Q

also called parentese, motherese, or baby talk. It is a slow-simplified speech, high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repetition.

A

Child-Directed Speech

105
Q

ability to read and write.

A

literacy

106
Q

focuses on describing what is going on in the image. This resulted to considerable benefits for vocabulary and print skills.

A

describer style

107
Q

encourages the kid to focus on the meaning and make inferences as well as predictions.

A

comprehender style

108
Q

starts by introducing the main themes, reads the story, and ask questions afterwards. This style is advantageous to those children who started out with large vocabularies.

A

performance-oriented style

109
Q

3 Styles of reading to a Kid

A

describer style
comprehender style
performance-oriented style

Developmental Psychology (15 decks)

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