unit 4-5 vocab

Question 1

object permanence

Answer 1

the knowledge that objects have an existence in time and space, independent of whether or not they can be seen or touched

Question 2

means-end

Answer 2

the process in which a problem solver begins by envisioning the end, the ultimate goal, and then determines the best strategy for attaining the goal in a situation

Question 3

schema

Answer 3

organized representation of knowledge; psychological structures that allow a child to organize knowledge about objects, entities, concepts and actions

Question 4

adaption

Answer 4

the process of changing a schema in response to a new entity (new information)

Question 5

assimilation

Answer 5

a process that involves fitting a new entity into existing schema

Question 6

accommodation

Answer 6

a process that involves changing existing schema to make the new entity fit

Question 7

equilibrium

Answer 7

state of cognitive balance

Question 8

cooing

Answer 8

a stage in infants prelinguistic speech development that consists of the productions of single-syllable, vowel like sounds

Question 9

reduplicative babbling

Answer 9

repeated sequences of repeated consonant-vowel like sounds (bababababa)

Question 10

variegated babbling

Answer 10

a stage in babbling characterized by varied sequences of sounds in syllables (babigoogi)

Question 11

jargon

Answer 11

sequences of variegated babbling that have the intonation shape of the child’s native language

Question 12

holophrase

Answer 12

early one-word utterances that convey a holistic communicative intention

Question 13

over-extension

Answer 13

process in which a child applies a word’s meaning to more exemplars than an adult word. The child’s definition is too broad and is thus beyond acceptable adult usage

Question 14

under-extension

Answer 14

process in which a child applies a word meaning to fewer exemplars than an adult word. the child’s definition is too restrictive and more limited than in adult usages

Question 15

word combinations

Answer 15

two word utterances consisting of roughly equivalent words that divide an experience in multiple units

Question 16

pivot schemas

Answer 16

two word utterances in which one word or phrase, such as want or more, seems to structure the utterance by determining the intent of the utterance as a whole, such as a demand. In many of these early utterances one-event word is used with a wide variety of object labels as in “More cookie”, “More juice”, and “More apple.”

Question 17

item based constrictions

Answer 17

two-word utterance seemingly based on word-order rules with specific words influenced by how a child has heard a particular word being used

Question 18

referential style of communication

Answer 18

a relative child language learning style in which the infant has more adult contacts; uses more single words; and employs an analytic, or bottom-up, strategy for gradually building longer utterances with different words.

Question 19

functional style of communication

Answer 19

a relative child language learning style in which the infant has more peer contacts, attempts to produce longer units, and employ a holistic, top-down, strategy in which longer utterances are gradually broken into their parts.