Quiz #4 Flashcards
(40 cards)
1
Q
Steps in Information Processing
A
Overseen by the executive function
* Attention
* Discrimination
* Organization
* Memory
2
Q
Attention
A
- Awareness of a learning situation and active cognitive processing
- Orientation - directing focus to the stimulus
- Children are especially motivated by moving or changing objects
- Bright colors are also motivating
- Reaction - amount of time required for an individual to respond to a stimulus
3
Q
Discrimination
A
- The ability to identify relevant vs. non-relevant information
- Requires working memory (WM): involves the simultaneous storage and processing of information
4
Q
Organization
A
The organization of information for future retrieval
Two kinds of organizational strategies:
* Mediational strategies: a symbol forms a link to some information (e.g., an image may facilitate recall of an event)
* Associative strategies: one symbol is commonly linked with another (e.g., cat/dog, boy/girl)
5
Q
Short Term Memory
A
Storage for a small amount of information to be retrieved soon
* Recalling items on a shopping list
* Recalling a phone number
6
Q
Long Term Memory
A
- Information that has been rehearsed and organized
7
Q
Explicit Memory
A
- Facts and events
- Meaning and concepts
- Important names, dates, etc.
8
Q
Implicit Memory
A
- Consists of knowing how to do something, such as putting words together or asking for something
(recall memory)
9
Q
Transfer or Generalization
A
The ability to apply previously learned material to similar but novel problems
* When the two are very similar, generalization is called near transfer
* When very dissimilar, generalization is called far transfer
10
Q
Top Down Processing
A
- Conceptually driven or affected by expectations about incoming information
(e.g., the cat caught a …)
11
Q
Bottom Up Processing
A
- Data-driven; analysis occurs at the levels of sound/syllable discrimination and proceeds upward to recognition and comprehension
(e.g., the cat caught a /b/ …)
12
Q
Early Cognitive Development
A
- Humans actively contribute to their own cognitive growth by observing, exploring, experimenting, and seeking information
13
Q
Sensation
A
- Reception of sensory information
14
Q
Perception
A
- Use of sensory information and previous knowledge to make sense of incoming stimuli
15
Q
Motor Control
A
- Muscle movement and the sensory feedback that informs the brain of the extent of that movement
(e.g., movement initiated - baby laughs and lifts arms to be picked up)
16
Q
Cognition
A
Mental abilities involved in:
* Comprehension of information
* Langauge acquisition
* Executive function
* Use of knowledge
17
Q
Early Cognitive Development: Perception
A
- Babies perceive blurry faces at birth and learn to direct their attention at faces quickly
- 2 months - prefer a “typical face”
- 3 months - perceive facial differences
- Between 4 and 6 months - respond more positively to a smile
- Between 5 and 8 months - begin to perceive their own face
18
Q
Early Cognitive Development: Motor Control
A
- Fetus
- Discernible movement begins at seven weeks
- Hand to face contact and body rotation are seen at 10 weeks
- Rhythmic such-swallow pattern established at 6 months
- Newborn
- Movements consist of twitches, jerks, and random movements
- Involuntary motor patterns called reflexes
- 2 months
- Oral muscle control to stop and start movement
- Tactile stimulation is still needed
19
Q
Early Development: Cognition
A
- Both biology and experience contribute to determining cognitive development and enabling language
- When a child hears speech sounds over and over, neurons in the auditory system stimulate “connections” in the child’s auditory cortex
20
Q
Speech Development
A
- “Cooing” and “Gooing” - noncrying vowel-like sounds
- Babbling: consonant + vowel (CV) combinations
- Reduplicated Babbling: CV - CV repetitions
Consonant repertoire: /p/, /b/, /t/, /d/, /g/, /k/, nasals, and the approximant /j/ - Echolalia speech, or echolalia: immediate imitation of another speaker
Variegated Babbling: adjacent and successive syllables are not identical; sound sequences may also include VCV and CVC structures (bada)
Jargon: a pattern consisting of long strings of unintelligible sounds with adultlike prosody and intonation
21
Q
Emergence of Early Speech Patterns
A
- Phonetically consistent forms are consistent prosodic and speech sound patterns (e.g., ‘puda’ - family cat or dog) created by a child
- May not be an imitation of the adult form but an indication of sound meaning relationship
22
Q
Information Processing & Language Development
A
- Attention
- Processing Speed
- Memory
- Representational Competence
23
Q
Attention
A
- The ability of an infant to focus on something while their mother discusses or manipulates it is important for learning and may be a precursor of focusing on a conversational topic
24
Q
Joint Attention
A
- When one person purposefully coordinates their focus of attention with that of another person
- Involves two people paying attention to the same thing, intentionally and for social reasons
25
Recall Memory
* The ability to remember something without being prompted
26
Development of Communication
* During the first 3 months, a caregiver's responding teaches a child the signal value of specific behaviors (stimulus-response sequence)
* Immediate positive parental responsiveness increases a child to communicate
27
Development of Intentionality
* Intentionality is exhibited when a child begins to encode a message for someone else
* Initially, communication intentions are expressed primarily through gestures (i.e., requesting, interacting, and attracting attention)
28
Stages of Intentionality: Preintentional Stage
* Begins at birth
* Caregivers interpret the infant's behavior and respond accordingly
* Toward the end of this initial period of intentional development
- become more interested in manipulating objects
- begin to use gestures that demonstrate an understanding of an object's purpose or use
29
Stages of Intentionality: Gestural Intentions
* Begins at 8 to 9 months
* Infants use conventional gestures, vocalizations, or both to communicate intentions
* Extends objects towards others to show/ bring attention to them but does not release them
30
Stages of Intentionality: First Words
* Intent becomes encoded in words with or without gestures
* Each language allows only certain syllable and phoneme sequencing structures, so predictability is high within words
* Predictable, familiar words and phrases become associated with familiar contexts, helping early meanings to form
31
Conventional Gesture: Pointing
* Pointing may include the whole hand or single finger with the arm extended
* By 12 months, infant pointing to share with others, is a full communicative act
32
Infant Caregiver's Behavior
* Infant-elicited social behavior consists of material adaptations in speech and language, gaze, facial expression, facial presentation and head movement, and proxemics
* Maternal responsiveness is determined by maturational level of the infant and culture-specific interactional patterns
33
Infant Directed Speech
* Characterized by higher pitch, short utterance length, simple syntax, and use of core vocabulary
* Mothers paraphrase and repeat themselves
* Children who are deaf and exposed to maternal signing from birth achieve all linguistic milestones at or before hearing children
* Gain and hold the infant's attention
* Establish emotional bonds
* Enable communication to occur at the earliest opportunity
34
Additional Adaptations
* Facial Presentation and Head Movement
* Proxemics
34
Gaze
* A mother may remain in eye contact with her infant for a longer duration than in adult-directed conversations
* During play, maternal gazing occurs up to 70% of the time, simultaneous with vocalization
* A mother monitors her infant's gaze, adjusting conversational topic accordingly
35
Facial Expression
* Mock surprise is used to initiate, invite, or signal readiness
* An exchange can be maintained or modulated by a smile or an expression of concern
* Mothers use expressions to maintain infants' attention and aid comprehension
35
Protoconversations
* Contain the initial elements of emerging conversation
* Initiation, mutual orientation, greeting, a play dialogue, and disengagement
* Involves turn taking
36
Interactions Between Infant and Caregiver
* Infant and caregiver interactions are crucial for infant learning and being able to participate in joint experiences
37
Infant-Caregiver Interaction: Joint Reference
* Joint Reference: Presupposes that two or more individuals share a common focus
* Identification of Autism Spectrum Disorder is partly based on lack of joint reference
38
Infant-Caregiver Interaction: Joint Action
* Joint Action: refers to shared behaviors in familiar contexts, providing a structure in which language can be analyzed (i.e., a routine)
* Familiar Contexts
- Game playing
- Routines
