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Child Psychology > Test 2 Chapters 5-7 , 14 > Flashcards

Test 2 Chapters 5-7 , 14 Flashcards

1
Q

Reflexes

A

innate, fixed patterns of actions that occur in response to particular stimulation

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2
Q

Rooting

A

stroking the baby’s cheek causes them to turn their head in that direction

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3
Q

Sucking

A

important for feeding

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4
Q

Swimming

A

making a swimming motion when they are placed on their bellies

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5
Q

Palmar grasp

A

grasping things that are in their palm

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6
Q

Stepping

A

making a stepping motion when held on or above a surface

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7
Q

Moro (startle)

A

flaring the arms out

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8
Q

Babinski

A

stroking a baby’s foot, the toes will fair out and then curl back in

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9
Q

Fine motor development

A

smaller movements (reaching, grasping)

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10
Q

Gross motor development

A

control over actions that help infants get around in the environment (crawling, standing, walking)

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11
Q

Pre-reaching movements

A

clumsy swiping movements by young infants toward the general vicinity of objects they see

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12
Q

self-locomotion

A

the ability to move oneself around in the environment

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13
Q

scale errors

A

the attempts by a young child to perform an action on a miniature object that is impossible due to the large discrepancy in the relative sizes of the child and the object

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14
Q

Sensation

A

the processing of basic information from the external world by the sensory receptors in the sensory organs and brain

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15
Q

visual acuity

A

the sharpness of visual discrimination

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16
Q

contrast sensitivity

A

the ability to detect differences in light and dark areas in a visual pattern
Poor in infants

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17
Q

Perceptual constancy

A

the perception of objects as being of constant size, shape, color etc. in spite of physical differences in the retinal image of the object

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18
Q

Object segregation

A

the identification of separate objects in a visual way

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19
Q

optical expansion

A

a depth cue in which an object increasingly covers more of the background, indicating that the object is approaching

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20
Q

auditory localization

A

the perception of the location in space of a sound source

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21
Q

Perception

A

the process of organizing and interpreting sensor information

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22
Q

cognition

A

reasoning about objects, spatial relations and events

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23
Q

inter-modal perception

A

the combining of information from two or more sensory systems

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24
Q

Visual tracking

A

how an infant follows an object

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25
Q

preferential looking

A

a method for studying visual attention in infants that involves showing infants two patterns of two objects at the same time to see if the infants have a preference for one over the other

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26
Q

Habituation

A

show how long the baby looks at a certain object
become less interested in the same toy and more interested when there is a new one
Simplest form of learning
Infant has to see the stimulus, track it and form a memory of it

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27
Q

manual exploration

A

infants touch objects, don’t understand how pictures differ from the real thing

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28
Q

manual search

A

Piaget used this method
established object permanence
Before 12 months, an infant’s representation of an object s fragile

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29
Q

Violation-of-expectancy

A

habituate infant to screen rotating 180 degrees
Box place in the path of the screen
infants as young as 3.5 months know that objects continue to exist when out of sight
Piaget underestimated infant’s knowledge of objects

30
Q

Critical Period

A

language develops readily and after which language acquisition is more difficult and less successful
Seems to be prior to 5-7 years of age

31
Q

Language Comprehension

A

understanding what others say (or sign or write)

32
Q

Language Production

A

refers to actually speaking (or signing or writing) to others

33
Q

Phonological Development

A

the acquisition of knowledge about the sound system of language

34
Q

Phonemes

A

the elementary units of sounds that distinguish meaning

35
Q

Comprehension

A

discrimination of speech sounds

36
Q

Categorical Perception

A

Infants and adults can perceive speech sounds as belonging to discrete phonemic categories
/b/ and /p/ are on a similar acoustic continuum but are different sounds

37
Q

Semantic Development

A

the learning of the system for expressing meaning in a language, including word learning

38
Q

Holophrastic period

A

the period in which a whole phrase is expressed by a single word

39
Q

Overextension of meaning

A

using a given word broadly

“dog” to mean any four-legged creature

40
Q

overregularization

A

speech errors in which children treat irregular forms of words as if they were regular

41
Q

Fast mapping

A

the process of rapidly learning a new word simply from hearing the contrastive use of familiar and the unfamiliar word

42
Q

linguistic cues

A

children infer meaning from the linguistic context in which novel words appear

43
Q

syntactic bootstrapping

A

the strategy of using the grammatical structure of whole sentences to figure out meaning

44
Q

Shape bias

A

children extend a novel noun to novel objects of the same shape, even when the objects differ dramatically in size, color and texture

45
Q

Pragmatic cues

A

aspects of the social context used for word learning

46
Q

syntactic development

A

learning the syntax of a language

47
Q

syntax

A

rules in a language that specify how words from different categories (nouns, verbs, adjective) can be combined

48
Q

telegraphic speech

A

usually two word utterances in which nonessential elements are missing

49
Q

Pragmatic development

A

the acquisition of knowledge about how language is used

50
Q

concepts

A

general ideas or understandings that can be used to group together like objects, events, qualities or abstractions
they make sense of the world and help children to act and think efficiently

51
Q

naive psychology

A

a commonsense level of understanding of other people and oneself
Desires and beliefs

52
Q

intention

A

the goal of acting a certain way

53
Q

joint attention

A

two or more people focus deliberately on the same referent

54
Q

inter-subjectivity

A

the mutual understanding that people share during communication

55
Q

theory of mind

A

a well-organized understanding of how the mind works and how it influences behavior

56
Q

false belief problems

A

tasks that test a child’s understanding that other people will act in accord with their own beliefs even when the child knows that these beliefs are incorrect

57
Q

object substitution

A

a form of pretense in which an object is used as something other than itself

58
Q

sociodramatic play

A

activities in which children enact minidramas with other children or adults

59
Q

pretend play

A

~18 months

make believe activities in which children create new symbolic relations

60
Q

Stage 1 of Jean Piaget’s concept of moral reasoning

A

consequence of the action determines if the act was good or bad

61
Q

Transitional Period of Jean Piaget’s concept of moral reasoning

A

social interactions with peers

Begin to take another’s perspective

62
Q

Stage 2 of Jean Piaget’s concept of moral reasoning

A

Rules can be changed

Punishments should fit the crime

63
Q

Problems with Jean Piaget’s concept of moral reasoning

A

Little support for the idea that the quantity of peer interactions are the key for stimulating moral development
Underestimated young children’s ability to appreciate the role of intentionality

64
Q

Level 1, stage 1 of Kohlberg’s theory of moral reasoning

A

Preconventional moral reasoning: Punishment and Obedience
obedience to authorities
Moral action is motivated by avoidance of punishment

65
Q

Level 1, Stage 2 of Kohlberg’s theory of moral reasoning

A

Preconventional moral reasoning: Instrumental and Exchange Orientation
looking at one’s own best interest

66
Q

Level 2, Stage 3 of Kohlberg’s theory of moral reasoning

A

Conventional moral reasoning: Mutual Interpersonal expectations
Doing what is expected by people
Having good motives and showing concern for others

67
Q

Level 2, Stage 4 of Kohlberg’s theory of moral reasoning

A

Conventional moral reasoning: Social system and conscience orientation
Fulfilling one’s duties, upholding the laws and contributing to society
keep the social system going and avoid a breakdown in its functioning

68
Q

Level 3, Stage 5 of Kohlberg’s theory of moral reasoning

A

Postconventional moral reasoning: Social contract or individual rights orientation
upholding rules that are in the best interest of the group

69
Q

Level 3, stage 6 of Kohlberg’s theory of moral reasoning

A

Postconventional moral reasoning: Universal ethical principles
Commitment to self-chosen ethical principles that reflect universal principles of justice

70
Q

Problems with Kohlberg

A

moral reasoning is not universal to all cultures
children and adults often reason at different levels depending on the situation
He only interviewed boys

Child Psychology (3 decks)

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