Quiz 4 Flashcards

Question

social brain hypothesis

Answer 1

humans evolved the ability to better learn from others - Enhanced skills at both competing and cooperating - The rapid acquisition/transmission of material culture

Answer 2

vicarious (indirect) learning through observation, explicit reinforcement not necessary (e.g., conditioning) to learn about the social world - bobo doll experiment

Answer 3

- symbolization - forethought - self-regulation - self-reflection - vicarious learning

Answer 4

ability to think about social behavior in words and images

Answer 5

anticipate consequences of our and others’ actions

Answer 6

ability to adopt standards of behavior

Answer 7

analyze thoughts and actions

Answer 8

ability to learn new behavior by observing others

Answer 9

- attentional processes - retention processes - production processes - motivational processes

Answer 10

have to watch the behavior

Answer 11

have to remember the behavior

Answer 12

have to have the motor/cognitive skills to repeat the behavior

Answer 13

have to want to perform the behavior

Answer 14

- Local enhancement - Mimicry - Emulation - Imitation - Teaching (instructed learning)

Answer 15

- Notice activity at a certain location - Move to that location - Discover a useful similar behavior through trial-and-error - Monkeys and nut-cracking Notice other cracking nuts at a location with many stones Learns to crack nuts

Answer 16

duplication of behavior without understanding the goal Example: - A 2-year-old child steps on a scale, looks at the scale face, and steps off, just like Dad does - Same behavior, but the goal is not understood

Answer 17

understanding the goal and engaging in similar behavior to achieve that goal - Without necessarily reproducing the exact actions of the model Example: - Simon sees June sifting sand to find seashells - Simon starts throwing handfuls of sand out - This would separate sand and seashells - Achieving the same goal - No reproduction of the behavior

Answer 18

the same actions are used to achieve the same goal Example: - A child watches an adult open a latch and push a button to open a box to get a piece of candy - The child understands the adult’s goal and repeats the same actions with the same results Requires: - Taking the perspective of the model - Understand the goal - Reproduce actions - Understand the causal relationship between behavior and the goal

Answer 19

learn the adult’s understanding of the task, compare it to yours, reproduce the behavior in the appropriate context, understand the purpose, and internalize the instruction, not just repeat the behavior Example: - Basketball - Putting a ball in a basket in certain situations is a goal in the game - Monkeys can toss the ball by learning by instruction - But it is not the same as knowing to do so in certain situations → instructed learning Requires: - Complex perspective-taking - Joint attention - Theory of Mind

Answer 20

Tend to emulate - Goal emulation - Different actions - As early as 14 months Use head to press button

Answer 21

- Tend to imitate - Same action and goal Imitation increases and emulation decreases as children enter the preschool years

Answer 22

A model shows an action of pressing a button with their head If model has hands free: - Infants press with head - Show imitation If model has hands occupied: - Infants press with hands - Show emulation

Answer 23

At ~3 years, children imitate both relevant and irrelevant actions Example: - Shown how to reach a toy using a rake with some irrelevant actions (e.g., tapping) - 2-year-olds copied all actions - Chimpanzees: only copied actions relevant to the goal - Social implications

Answer 24

- Know the task beforehand - Model provides unreliable information - Different context when observing vs. performing the task - Model speaks a different language - Age: older children

Answer 25

- we overimitate to maintain social ties - 4-6-year-olds more likely to imitate a human vs. a robot - 2-year-olds more likely to imitate a live socially responsive human vs. a video And more likely to imitate an interactive live video vs. a non-responsive recording

Answer 26

- Can allow us to avoid the pitfalls of individual learning - Can help learn an array of skills quickly - Heuristic for learning about cultural artifacts and their uses - Natural Pedagogy

Answer 27

a human adaptation permitting fast and accurate transmission of information between individuals

Answer 28

explores neurological basis for social learning and cognitions

Answer 29

- Fire when performing or watching someone perform an action - May play a role in observational learning - See an action → motor-related neurons fire → neurological system underlying social learning - “Able to recognize when another is doing something that the self can do”

Answer 30

- Fire when we see another person expressing an emotion Disgust Pain - Fire when goal-directed and meaningless actions are observed Monkeys only for goal - More sensitive? E.g., finger movements Codes for movement Important for imitation

Answer 31

- Explored mirror neurons in imitation - Participants watched an expert playing guitar chords Results: - Mirror neurons are active when watching - More active when tried to imitate chords

Answer 32

- EEG in 3-year-olds --> Fire when watching and performing hand movements - fMRI in 10-14-year-olds --> Fire to emotional expressions - Newborns --> Not much evidence; EEG in 9-month-olds when reaching for objects and watching

Answer 33

Mirror neurons are the neural basis for: - Identifying with others - Empathy - Perspective-taking - Imitation - Understanding intentions Theory of Mind abilities among the ASD population could be associated with deficits in the mirror neuron system

Answer 34

the way one defines themselves - Cognitive development - Goal-directed behavior - Social and emotional development - Makes humans unique - Awareness of one’s thoughts --> Ability to reflect - Sense of self --> Ability to distinguish self from others - Self-motivated actions --> Ability to identify actions as intentionally motivated - Evaluate self and others’ actions --> Becomes self-aware and other-aware

Answer 35

our self-concept is a reflection of how others see us - We base our judgments of ourselves based on how others respond to us

Answer 36

- Gradually recognize themselves as different from objects around - Fully developed by 18-24 months

Answer 37

- Show infants Video of themselves vs. videos of other infants - Measure looking times - 3-month-old infants show discrimination - Suggests a primitive form of self-recognition in infancy

Answer 38

implicit, ~15-18 months; no self-awareness, distinction between self and others - I can cause things to happen

Answer 39

explicit, ~18-24 months; conscious awareness - Idea of me

Answer 40

Visual self-recognition test - Placing a mark on the infant’s forehead - Observe their reaction when seeing their image in the mirror - 15-month-olds touch the mark Vs. touch the mirror - Shows first signs of self-recognition - Not all show so early, but by 18 months, 75% show

Answer 41

- Influence social, emotional, and cognitive development - Acquisition of social knowledge and competence - Peer relations - Gender identity - Empathy

Answer 42

- Toddlers use first-person pronouns: I, me, my, mine Linguistic distinction between self and others Late in 2nd or early 3rd year - Inner speech - Mirror self-recognition - Pretend play - Neuroscience: the degree of self-representation in 15-30-month-olds relates to maturation of a portion of the left hemisphere

Answer 43

a coherent framework for organizing facts

Answer 44

- Delay of gratification task at 4-years-old - Follow-up tests of impulse control at 20-years-old Impulse control task at 40-years-old - Experiment 1: go/nogo task “Adult” reward → social (e.g., happy face) - Experiment 2: fMRI Go/nogo task - See happy face → press button - See fearful face → withhold pressing button Results - Experiment 1: those who had more difficulty delaying gratification at 4 had more difficulty suppressing the response at 40 - Experiment 2 (fMRI): Low delayers → low activity in the prefrontal cortex Involved in inhibition Low delayers → high activity in the ventral striatum Involved in reward processing Implications - Experiment 1: Resistance to temptation is a stable characteristic Predictive validity of delay of gratification - Experiment 2: Resisting temptation supported by ventral frontostriatal circuitry Activity is different in low delayers - Connect to Tang et al.

Answer 45

we predict what others do based on what we understand their beliefs and desires to be

Answer 46

- Treating others as intentional agents - Taking perspective of another

Answer 47

- Shared attention - Referential communication - Imitating intended vs. accidental actions - Helping (e.g., meeting the goal of other)

Answer 48

a common way to measure Theory of Mind - The toy is hidden in one location while Sally and Ann are present - Sally leaves - Ann changes the location of the toy - Question: When Sally is back, where would she look? - Correct answer: in the original location - 3-year-olds → fail - 4-year-olds → pass - Similar patterns across the globe

Answer 49

Unexpected contents (also known as Smarties Task) - Show children a box of Smarties (a type of candy with a distinctive box children are familiar with) - Ask: “What do you think is in the box?”; answer: smarties, candy - Show that it actually contains pens - Ask: What did you think was in the box before? Memory - What would Jim think is in the box? False belief - The correct answer is Smarties, but 3-year-olds say pens

Answer 50

Forget initial belief - However, 3-year-olds have little difficulty remembering past images, perceptions, and pretenses - But have difficulty remembering past beliefs, specifically Lack conceptual structure - Not enough to navigate beliefs - Have representational deficit - Theory of mind deficit Dealing with two representations of a single object at once - Get contradictory evidence - Dual-encoding hypothesis and scale models - Support for dual representation → Gopnik & Astingto (1988) Across similar tasks requiring dual representations, children fail/pass at a similar rate Suggesting that a single, domain-general mechanism underlies representational abilities Lack of executive function - Basic cognitive abilities (e.g., planning) - Flynn et al. (2004) 3-year-olds did a series of false-belief and executive function tasks - Once every 4 weeks 6 times - Results: most children performed well on executive function before the performed well on false-belief Lack of inhibition - It is difficult for younger children to withhold certain responses - Mean Monkey 3-4-year-olds Monkey puppet asks what stickers they liked, then took them away 4-year-olds quickly understood that you need to say the opposite 3-year-olds kept telling the truth

Answer 51

- Quality of attachment - Parenting styles - Caregiver-child communication - Language skills - Caregiver warmth - Use of mental state talk Talking about what they and their children are thinking - Family size Children from larger families perform better on false-belief tasks

Answer 52

Siblings influence explanation - Interactions with siblings facilitate more complex reasoning - Some studies find that only having older siblings has this effect - Ability to pretend to play with Competition explanation - Since older siblings can be bigger/stronger, there is a need to develop latent to win the social competition

Answer 53

Repacholi & Gopnik (1997) - 14- and 18-month-olds - Tested for food preferences between crackers and raw vegetables - They then watched as the experimenter tasted both foods and expressed likeness (“mmm” or disgust (“ew”) - The experimenter then asked, “Can you give me some?” - 14-month-olds gave the food they liked As if the experimenter preference is the same as their own - 18-month-olds gave the food experimenter liked Their likes can be different from other person

Answer 54

- Most false-belief tasks are explicit Require a verbal response - Using implicit tasks can reveal that infants might know more than they can verbalize - Measuring looking - Clements & Perner (1994) Younger children look at the correct response The initial location of the object The implicit Theory of Mind in infants - Infants have some implicit understanding of others’ minds before they can act (explicitly) on that knowledge - This experiment received a lot of replications With some showing effects as young as 7 months old - And some failed to replicate, too Suggesting the effect is elusive

Answer 55

- Show evidence for Theory of Mind continuous development Richardson et al. (2018) - Networks associated with Theory of MInd in adults are in place as early as 3 years old - Bilateral temporoparietal junction - Age difference in ease of activation 3 and 7 years old Correspond to behavioral data of solving false-belief tasks

Answer 56

Like 3-year-olds, chimpanzees cannot solve explicit false-belief tasks But they can solve implicit false-belief tasks Chimpanzees can tell the difference between accidentally dropping food vs. withholding on purpose

Answer 57

thinking and acting in ways that are goal-directed and adaptive

Answer 58

- School performance - Learning technology skills - Social adjustment

Answer 59

- Intelligence can be described in terms of mental factors - Tests can be constructed to assess these factors - Factors are related mental skills that (presumably) affect thinking in a wide range of situations - Factor analysis

Answer 60

Verbal factor Subskills correlate: - Vocabulary - Reading comprehension - Story completion - Verbal analogies Spatial factor Subskills correlate: - 3D rotation - Maze learning - Form-board performance

Answer 61

- Guilford (1988) → 180 unique intellectual factors - Spearman’s g (1927) → general and specific intelligence (2 factors) - Cattell (1971) → fluid and crystallized intelligence (2 factors) Fluid → biologically determined E.g., memory span Crystallized → cultural context and experience determined E.g., verbal comprehension - Jensen (1998) - Positive Manifold High correlations between various types of intelligence measures evidence for g Correlations (verbal and nonverbal) gets stronger with age

Answer 62

- In 1904 in France - Purpose: assess school-related abilities - Children who benefit from standard vs. special education - Mental Age (MA) vs. Chronological Age (CA) - MA → if the number of items the child passes is the average - Number a 12-year-old does, then MA is 12 - MA > CA = “bright”; MA < CA = “dull”

Answer 63

- Many IQ tests exist today - Do not rely on MA vs. CA Standford-Binet - In 1916, Lewis Terman - General reasoning, fluid reasoning, knowledge, quantitative processing, visual/spatial processing, working memory, and more specific tasks Wechsler Scales - In 1940, David Wechsler - WPPSI → for preschoolers - WISC → for children - WAIS → for adults - Children’s IQ test scores are compared vs. the average scores of children their own age

Answer 64

Developmental Quotient (DQ) Tests - Bayley Scales of Infant Development - Gesell Developmental Schedules - Neonatal Behavioral Assessment Scale - Based on sensory and motor abilities (some cognitive) - Standardized, reliable

Answer 65

- 1-3 months: responds to sound of a bell; vocalizes once or twice; displays social smile - 5-7 months: smiles at mirror image; turns head after fallen spoon; vocalizes four different syllables - 9-12 months: responds to verbal requests; stirs with spoon in imitation; attempts to scribble - 14-17 months: says two words; shows shoes or other clothing; builds a tower of three cubes

Answer 66

- IQ test scores have been shown to predict: School grades, achievement test scores, and years of education Occupational success Performance or earnings in complex jobs - The predictions are not perfect - Correlations range from .5-.7 for school grades, achievement tests, and education - Self-discipline can predict school grades better than IQ

Answer 67

- School grades, test scores, occupational success, earnings Longevity - Higher IQ at 11, more likely to live to 76 years of age - Better physical health - Better mental health No set explanation, but could be that: - Genes associated with IQ are also associated with longevity - Intelligence, health, aging relate to the mitochondria - Education - More aware of risks (e.g., smoking)

Answer 68

- Identical twins’ scores are more similar than fraternal - Adopted children’s scores are more similar to their biological than adoptive parents - Cultural biases may yield: Higher scores for economically advantaged children Lower scores for economically disadvantaged children and minority ethnic groups Ethnic groups differ in how much experience they have taking standardized tests - Culture-fair tests Including test items that are based on common, cross-cultural knowledge and experiences Example: Raven’s Matrices (nonverbal test)

Answer 69

- SES is a major factor - English proficiency - Stereotype threat Anxiety, lower performance connected to awareness of stereotype - Voluntary vs. involuntary minority status - Bias in testing Experience with tests Testing environment Ability to follow-up - Pygmalion Effect Children internalizing teacher’s expectations

Answer 70

Children internalizing teacher’s expectations - Self-fulfilling prophecy, internalization of expectations of an authority figure Rosenthal & Jacobson (1968) - Elementary teachers told that some students are expected to “bloom” - Random names - “Bloomers” scored higher on IQ compared to other students

Answer 71

- One source of the indifference in IQ scores between cultural minorities and the majority - People are aware of the stereotypes about them E.g., lower performance on IQ tests, math tests Steele & Aronson (1995) - African American & European American students - Either told they are taking an IQ test or not told - African American students scored higher when they were not told it was an IQ test

Answer 72

- Specify cognitive processes involved - Use multiple tasks with the same individual - Culture-appropriate tests - Procedures that probe reasoning behind answers

Answer 73

Basic-level processes - Speed of information processing Reaction times - Working memory Digit span tasks - Executive function Categorization Inhibition Resistance to interference Higher-order abilities - Strategies Plan operations and anticipate consequences - Knowledge base Understanding of the topic in question - Metacognition Understanding of their own cognitive abilities E.g., monitoring one’s own task performance - Speed of information processing and working memory distinguishes LD from non-LD children Reading abilities Varies with IQ - Suggesting a single underlying mechanism

Answer 74

- strategies - knowledge base - metacognition

Answer 75

planning the course of cognitive operations to anticipate the consequences of their and others’ behavior Distinguishes LD and non-LD children - Memory and recall tasks - Good and poor readers - Gifted and non-gifted More effective strategy use

Answer 76

what you know about the topic - can influence cognitive performance

Answer 77

- 3, 5, and 7 graders Classified as: - Soccer experts and novices - Successful learners and unsuccessful learners Grades, IQ - Told a story about soccer and asked to recall - Results: at every age, experts recalled more with no difference between lerner type - IQ, related to comprehension, yet what is also important is the knowledge base

Answer 78

understanding of one’s own cognitive abilities - monitoring progress on tasks Distinguishes: - Children with and without intellectual impairment - Reflective and impulsive children - Gifted and non-gifted Reflected in the quality of strategy use in training effectiveness

Answer 79

- 7-8-year-olds Classified: - Gifted and non-gifted Taught a memory strategy E.g., elaboration Banana, coat → imagine a banana with peel like a coat Generalizability task - Apply this strategy in different contexts Metamemory scores Results: gifted children were more likely to generalize the strategy

Answer 80

Looks into: - Specific aspects of cognition - Experimental methods for investigation Investigates - Sources of intellectual differences between

Answer 81

Definition: (1) achieve one’s goals given one’s sociocultural context; (2) by capitalizing on strengths and correcting or compensating for weaknesses; (3) to adapt to, shape, and select environments Success in attained via - Practical skills - Creative skills - Analytic skills Intelligence can be assessed in real problems in social context Practical skills - Knowing which solution will work in everyday problems - E.g., “How to best support a friend?” - Culture-dependent - Involve: adaptation, selection, shaping Creative skills - Use prior knowledge - Dealing adaptively with new situations and problems E.g., design a study - Automize - Culture-independent Analytic skills - Information processing capability, memory, speed of processing, learning, and strategy use - Culture-independent Skills can be applied widely - Meta, performance, knowledge components Sternberg’s Triarchic Theory

Answer 82

Ability to solve everyday problems occurring in a sociocultural context - adaptation - selection - shaping

Answer 83

Ability to fit into the environment, adjustment of behavior E.g., How to best make new friends at the playground?

Answer 84

Choosing the right environment E.g., if not making friends here, choose another playground

Answer 85

Changing the environment E.g., stay at the same playground but ask to change a game

Answer 86

what is required for adaptation, selection, shaping varies by culture

Answer 87

Dealing with novelty and automation of processes - Both depend on experience and prior knowledge - Important for any occupation Some psychometric tests align with this theory - Picture arrangement - Finding similarities - Comprehension

Answer 88

- Ability to take apart, analyze, strategize, and solve Metacomponent - Allocate attentional resources and control the task Performance component - Executive strategies, information encoding Knowledge acquisition component - Learning new information - Reason why people get “smarter” with age

Answer 89

Practical - What are the implications of infantile amnesia for your life? Creative - Design a study to test a theory of infantile amnesia? Analytical - Compare Freud’s theory of infantile amnesia with modern theories

Answer 90

Students matched to a teaching style did better in an intense summer course than mismatched thinking pattern/teaching style (STAT test)

Answer 91

- Administered STAT to first-years - Predict GPA (after 1 year) - Better predictor of college GPA than the SAT - Ethnic group differences reduced - Sternberg argued for education for “the whole child” → target all skill types

Answer 92

Intelligence is composed of multiple dependent modules - Linguistic - Logical-mathematical - Musical - Body-kinesthetic - Spatial - Naturalist - Interpersonal - Intrapersonal - Spiritual/existential Relies on neuropsychological evidence

Answer 93

- Potential isolation by brain damage If damage, ability impaired - The existence of savants and prodigies People with exceptional abilities - An identifiable core operation or set of operations Pitch perception is needed for music - A distinctive developmental history, along with a definable set of expert end-state performances Should develop, have a level achievable by mature performers (black belt) - An evolutionary history and evolutionary plausibility - Support from experimental psychological tasks and from psychometric findings - Susceptibility to encoding in a system Intelligence should use a symbolic form of representation

Answer 94

- Stage 0 - Stage 1 - Stage 2 - Stage 3 - Stage 4

Answer 95

before school, recognition of familiar words, knowledge of individual letters

Answer 96

first year of formal schooling, writing into sounds (phonological recoding)

Answer 97

fluent reading, words and simple sentences, effortful, little understanding

Answer 98

~fourth grade, skilled at reading from books to learn

Answer 99

~high school years, variety of written materials, inferences

Answer 100

better readers get even better, while the poor readers are further behind - Better readers read more (and enjoy it more), and that practice leads them further - Poor readers read less (and enjoy it less), fall behind more, but may be improving in an “absolute sense”

Answer 101

- Longitudinal study - 4000 students Results: - If not proficient by the end of 3rd grade, they were 4 times more likely to drop out of school compared to proficient readers - 6 times more likely if they fail to master basic reading skills by the end of the 3rd grade

Answer 102

- children master reading in school but learn a lot about reading from home - Reading storybooks to children is beneficial - Better language skills, cognitive and reading abilities - Similar effects for preschoolers in shared reading programs

Answer 103

- Have a greater diversity of words compared to everyday conversations - Source of vocabulary - American Academy of Pediatrics (2014) advises reading starting in infancy

Answer 104

- 19 3-5-year-old children Brain imaging whale listening to stories Results: - Children who were exposed to more language (including being read to) showed greater activation in the left-parietal-temporal-occipital cortex - Area for language processing, mental imagery, and narrative comprehension

Answer 105

- The idea that there is a continuum of reading skills from preschooler to proficient reader - Existence of developmental precursors 1) language 2) conventions of print 3) knowledge of letters 4) linguistic awareness 5) phoneme-grapheme correspondence 6) emergent reading 7) emergent writing 8) print motivation 9) other cognitive skills

Answer 106

good with spoken language

Answer 107

left to right, top to bottom (English)

Answer 108

recite and identify ABCs (some think that “elemeno” is the letter between k and p)

Answer 109

tell apart phonemes, words

Answer 110

how sounds map onto letters

Answer 111

pretend to read, turn pages

Answer 112

pretend to write, making squiggles

Answer 113

interest in written information; What is that secret code?

Answer 114

- Children with lower SES are more likely to have problems with reading in school compared to those with middle income - SES differences start at home Factors in low SES families: - Less likely to read to children - Have fewer books - Less fostering of emergent literacy Literacy skills determined before school, then? - No - If support levels change, so can children’s reading skills

Answer 115

- Letter knowledge --> Permits sounding out words and establishes letter-to-sound connections - Phonemic awareness --> Knowing that words consist of separate sounds; Detecting rhymes By ~5 years; Tap for each sound 4-year-olds fail - Rapid automatized naming (RAN) --> Ability to quickly name words E.g., colors, numbers - All correlate with reading ability

Answer 116

understand how writing translate sounds - shallow and deep orthography

Answer 117

spelling system of the language

Answer 118

converting letters into sounds is regular - German, Italian, Finnish, Spanish - E.g., Italian uses 25 phonemes with 33 combinations of letters used to represent them

Answer 119

converting letters into sounds is irregular - English, Danish - Example: Honesty (h not read) If we follow English rules, then the alternative spelling for: Fish = ghoti Gh as in “cough” (f), o as in “woman” (i) and ti as in “nation” (sh) English has 40 phonemes with 1120 combinations

Answer 120

a broad term covering difficulties in reading not correlated with overall intellectual capability

Answer 121

Problems with recoding → very strong predictor for reading disability - Children with dyslexia have trouble with pseudowords Indicates a phonetic problem - Older children with dyslexia read pseudowords better than younger

Answer 122

Memory span and reading ability correlate from preschool to college Deficits in working memory also associated with reading disability

Answer 123

- 7-13-year-olds with and without reading disability - Given series of incomplete sentences to fill - In the summer it is very ____ - After 2, 3, 4, 5 trials, asked to repeat final words

Answer 124

- Formal schooling focuses on seat time - Cognitive benefits of physical activity Executive function Attentional resources management - US lags behind other countries in providing physical activity breaks for students Finland and Japan have 15 minute breaks every hour

Answer 125

Background - Adolescents are more likely to engage in risk-taking compared to children or adults Results - Increased risk-taking among 14-18-year-olds when peers are present - No difference in adults In car driving game fMRI with go/no go - Heightened activity in reward pathways Ventral striatum (VS) and orbitofrontal cortex (OFC) Implications - No pressure needed - Just being in the presence increased the likelihood - When alone, adults and teens are similar

Answer 126

a technique used to study the cognitive abilities of preverbal infants by observing how they react to events that either match or contradict their expectations. It involves presenting infants with events that violate or conform to their expected outcomes and then measuring their looking times or other behavioral/physiological responses to see if they react differently to the unexpected event

Answer 127

by demonstrating that infants as young as 3-4 months possess some understanding of object permanence, a concept previously thought to emerge much later. Their research using violation of expectation experiments showed that infants looked longer at "impossible" events, where objects seemed to violate physical laws, than at "possible" events. This suggests infants have a basic understanding of how objects behave in the physical world and are surprised when these expectations are violated

Answer 128

- 3-4-year-olds - Monkey puppet asks what stickers they liked, then took them away - 4-year-olds quickly understood that you need to say the opposite - 3-year-olds kept telling the truth

Answer 129

- responding to the sound of the bell - smiling at the mirror image - responding to verbal requests - saying words

Answer 130

Permits sounding out words and establishes letter-to-sound connections

Answer 131

Knowing that words consist of separate sounds; Detecting rhymes By ~5 years; Tap for each sound 4-year-olds fail

Answer 132

Ability to quickly name words E.g., colors, numbers

Answer 133

- Speed of information processing Reaction times - Working memory Digit span tasks - Executive function Categorization Inhibition Resistance to interference

Quiz 4 Flashcards

(158 cards)