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Child psychology > test 3 cognition/language > Flashcards

test 3 cognition/language Flashcards

1
Q

assimilation

A

assimilating new information into what you already know. putting it into an already existing schema

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2
Q

accomadation

A

creating new schemas or changing the way one thinks about something to interpret new information

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3
Q

primary circular reactions

A

1-4 months. simple motor habits based around infants body.

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4
Q

secondary circular reactions

A

4-8 months. imitations of familiar behavior nad interesting effects

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5
Q

coordination of secondary circular reactions

A

8-12 months. intentional/goal reached behavior

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6
Q

tertiary circular reactions

A

exploring objects by acting on them in novel ways.

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7
Q

mental representation

A

18-24 months. internal depictions of objects or events

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8
Q

sensorimotor period

A

0-2 yrs. 6 sub stages. infants/toddlers using their senses to think

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9
Q

egocentrism

A

not being able to see things from a perspective other than your own

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10
Q

progressive decentering

A

infant gradually being able to distinguish themselves /their own perspectives from others

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11
Q

substage 1 - exercising reflexes

A

infants use their reflexes to interact with the world (birth - 1 month)

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12
Q

substage 2 - developing schemes

A

reflexes are becoming sensorimotor schemes, there are organized patterns (1-4 months)

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13
Q

substage 3 - discovering procedures

A

after discovering an interesting procedure, infant may try to create that procedure again (4-8 months)

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14
Q

substage 4 - intentional behavior

A

infant has intentional and goal reached behavior. Uses schemes to solve problems

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15
Q

invariants

A

knowledge of what remains constant in a world of change

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16
Q

object permanence

A

knowledge that even if you cannot see an object under a blanket it is still there/still exists

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17
Q

A not B search error

A

when object is placed under A, they are able to know it is still there. But even if seen being placed under B, they cannot tell it is still there.

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18
Q

substage 5 - novelty/exploration

A

Have accurate A-B search. Acting on objects in novel ways. (12-18 months)

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19
Q

substage 6 - mental representations

A

Can now use their mental representations to solve problems, can solve invisible displacement and have deferred imitation

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20
Q

deferred imitation

A

ability to remember a models behavior, remember it and copy it later

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21
Q

make believe play

A

acting out every day / imaginative activities

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22
Q

violation of expectation method

A

assessing infants physical reality knowledge based on attention to expected vs. unexpected events

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23
Q

inferred imitation

A

older toddlers guessing what others intentions may be and try to imitate what that could be

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24
Q

preoperational stage

A

advances in mental representation showed by symbolism

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25
Q

dual representation

A

ability to see an object both as what it is as well as a symbol for something else

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26
Q

qualitative identity

A

realization that the nature of something is not changed by physical appearance

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27
Q

limitations of preoperational period

A

egocentrism, animistic thinking

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28
Q

conservation

A

idea that physical characteristics do not change even though outward appearance changes

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29
Q

centration

A

focusing on one part of a situation while ignoring other important parts

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30
Q

irreversibility

A

ability to go through a series of steps then be able to work backwards from last step to first

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31
Q

hierarchal classification

A

organization of objects into classes/subclasses based on their similarities or differences

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32
Q

concrete operational stage

A

7-12 years. thinking more logically, flexible and organized. can solve decentration and reversibility problems

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33
Q

class - inclusion

A

knowing a sub class cannot be larger than the class it stems from

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34
Q

seriation

A

ability to order things along along a quantitative dimension (length, weight)

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35
Q

transitive inference

A

ability to seriate mentally / logically and deduce necessary conclusions

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36
Q

cognitive maps

A

mental representations of physical spaces

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37
Q

continuum of acquisition

A

mastering concrete operation tasks one at a time

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38
Q

information processing view

A

operational thinking represents expansion of information processing

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39
Q

zone of proximal development

A

Vygotsky. Tasks a child cannot do but can do with encouragement

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40
Q

intersubjectivity

A

two people start a task with different understanding but end up at a shared understanding

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41
Q

scaffolding

A

adjusting support level child needs to fit the current level of performance.

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42
Q

private speech

A

speaking the way through a problem. foundation for higher tasks and comes out more when tasks are more challenging

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43
Q

inner speech

A

private speech becomes internalized as time goes by. used longer and more often by kids with learning disabilities

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44
Q

challenges of vygotskys view

A

does not talk about motor development. children do not only learn by using dialogue. does not say much about perception or memory

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45
Q

sensory store

A

sights and sounds are represented momentarily and and represented directly

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46
Q

long term memory

A

permanent information storage

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47
Q

short term memory

A

information only held for a few seconds at a time in order for the brain to “work” on it

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48
Q

mental strategies

A

strategies used to operate on or transform information as it moves from short term to long term memory

49
Q

central executive

A

manages activities and enables complex thinking. reflective part of mental system

50
Q

automatic process

A

information so well known that it does not take up space in memory

51
Q

recognition memory

A

simple cognition. realizing you have seen this information/stimulus before

52
Q

recall memory

A

ability to retrieve information in the absence of a stimulus

53
Q

characteristics of infant memory

A

infants use schemes when they come into contact with something they have seen before. show preference to mothers voice and recognition is perfected.

54
Q

categorization

A

even infants can reduce amount of information that is given to them by categorizing the information

55
Q

3 memory strategies

A
  1. Rehearsal - reading over and over (flashcards) 2. organization - cognitive maps for information 3. elaboration - connecting new information to something you already know
56
Q

infantile amnesia

A

infants seem to not have any long term memory until about 2-3 years of age

57
Q

episodic memory

A

memory of specific events or every day events like “episodes” of a tv show

58
Q

semantic memory

A

memory of general knowledge

59
Q

cognitive flexibility

A

ability to shift between different viewpoints of a conflict

60
Q

working memory

A

keeping track or manipulating information as it comes into the short term memory

61
Q

inhibitory control

A

ability to inhibit or suppress a response

62
Q

attention

A

gradually improves over time. can be fostered by caregivers by focusing on their current interest.

63
Q

inhibiting impulses

A

happens around 6-10 years. by this time they can solve the marshmallow experiment and also have attention shifting

64
Q

planning

A

thinking about a sequence ahead of time, performing steps in order

65
Q

problem solving

A

ability to solve a task that is given. drastically improves in early childhood

66
Q

rules

A

combining information and making judgments. a form of planning in early childhood

67
Q

short term memory storage space

A

allows for complex reasoning and problem solving

68
Q

reasoning by analogy

A

reflection of knowledge about items or relations

69
Q

overlapping waves theory

A

children try out different strategies, decide which is best, then select it. this also displays autonomic retrieval

70
Q

ADHD

A

deficits in executive functions inability to stay focused for longer periods of time and is highly heritable

71
Q

direct training

A

providing direct working memory training

72
Q

indirect training

A

exercise or mindful training to train the working memory

73
Q

philosophical mind

A

how do we know what others think, feel, believe?

74
Q

social cognitive abilities

A

use of internal state words (i think)

75
Q

psychological problem

A

we cannot perceive others mental states, we can only infer them

76
Q

metacognition

A

thinking about the way you think

77
Q

theory of mind age 1

A

view people as intentional beings that can have an influence on each other

78
Q

theory of mind age 2

A

clearer grasp of others emotions/feelings (first verb is usually mental state words)

79
Q

theory of mind age 3

A

thinking is internal but the focus is on behavior that is consistent with desires.

80
Q

theory of mind age 4

A

beliefs or desires determine behavior. false beliefs become more apparent.

81
Q

process oriented approach

A

infants acquire social understanding through interactions

82
Q

mental inferences

A

knowledge of false beliefs and second order false beliefs

83
Q

recursive thoughts

A

ability to see a situation from two different perspectives

84
Q

nativist theory

A

Chomsky. language is etched into structure pf human brain

85
Q

language acquisition device (LAD)

A

innate system with universal grammar that is common to all languages.

86
Q

Brocas area

A

supports language reproduction

87
Q

wernickes area

A

comprehension of language

88
Q

limitations of nativist theory

A

difficulty specifying universal grammar, observations show that more learning is involved

89
Q

interactionist approach

A

interactions between environmental and inner capacities creates language. specific brain structures help higher language learning

90
Q

social interactionist view

A

active child strives to communicate and lets caregivers know when they need to provide language experiences

91
Q

cooing

A

vowel-like noises from an infant (first sounds)

92
Q

babbling

A

repeated consonant vowel combonations

93
Q

joint attention

A

child attends to same object as the caregiver

94
Q

preverbal gestures

A

end of the first year. direct adult attention

95
Q

infant directed speech

A

communications with short sentences with exaggerated high pitched experession, clear punctuation and distinct pauses

96
Q

speech building on babbling

A

children learn words faster if they already have the sounds/syllables they are already using

97
Q

under extension

A

using words too narrowly

98
Q

overextension

A

using words to broadly

99
Q

coining

A

creating new words that are not a part of the adult language

100
Q

fast mapping

A

once children have heard something once, they can immediately remember it if it is brought up again

101
Q

referential style

A

language used to label things

102
Q

expressive style

A

language used as a pragmatic tool to express needs or social interaction

103
Q

mutual exclusivity bias

A

assumption that words refer to totally different categories (hearing new words that word seems to mean something brand new even though it may not)

104
Q

syntactic bootstrapping

A

figuring out the meaning of a word by how it is used in syntax

105
Q

coalition of cues

A

perceptual/social/linguistic - shift is important with age

106
Q

whole object assumption

A

a new noun refers to a whole object instead of its constituent parts

107
Q

shape bias

A

a new word extends to things that are of similar shape

108
Q

lexical contrast

A

children assume a new word has a totally different meaning than any other word they know

109
Q

grammatical cues

A

using cues from sentence structure to find word meaning

110
Q

telegraphic speech

A

toddlers using high content words and cutting out shorter and less important words (go apple juice store, leaving out get, and at the store)

111
Q

overregularization

A

overextension of grammatical rules to words that are exceptions (runned, goed)

112
Q

competition model

A

children weigh possible cues in terms of availability and reliability

113
Q

pragmatics

A

effective and appropriate communications that involve taking turns, stating messages clearly, conforming to social rules

114
Q

meta linguistic awareness

A

ability to think about language as a system

115
Q

middle childhood (language)

A

children can now adapt to the needs of their listeners and evaluate clarity of others messages

116
Q

code switching

A

changing seamlessly between two languages in a singe conversation

117
Q

Vygotsky (language)

A

language precedes thought

118
Q

Piaget (language)

A

cognition precedes language

Child psychology (4 decks)

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