Week 4 - Toddlerhood - (B) - cognitive development

Question 1

Sensorimotor stage 5:

Answer 1

tertiary circular reactions (age 12–18 months)

intentionally try out different behaviours to see what the effects will be.

Question 2

Sensorimotor stage 6:

Answer 2

mental representations (age 18 - 24 months)

toddlers first think about the possibilities and select the action most likely to achieve the desired outcome.

Question 3

mental representations

Answer 3

Piaget’s final stage of sensorimotor development in which toddlers first think about the range of possibilities and then select the action most likely to achieve the desired outcome

Question 4

deferred imitation

Answer 4

ability to repeat actions observed at an earlier time

Question 5

Piaget also believed that ___________ in toddlerhood is the basis of categorisation.

Answer 5

mental representation

Question 6

Vygotsky’s theory is often referred to as a sociocultural theory because in his view:

Answer 6

cognitive development is always both a social and a cultural process

Question 7

zone of proximal development

Answer 7

difference between skills or tasks that children can accomplish alone and those they are capable of performing if guided by an adult or a more competent peer

Question 8

private speech

Answer 8

in Vygotsky’s theory, self-guiding and self-directing comments children make to themselves as they learn in the zone of proximal development

Question 9

scaffolding

Answer 9

degree of assistance provided to the learner in the zone of proximal development, gradually decreasing as the learner’s skills develop

Question 10

guided participation

Answer 10

teaching interaction between two people (often an adult and a child) as they participate in a culturally valued activity

Question 11

infinite generativity

Answer 11

ability to take the word symbols of a language and combine them in a virtually infinite number of new ways

Question 12

Broca’s area

Answer 12

portion of the left frontal lobe of the human brain that is specialised for language production

Question 13

Wernicke’s area

Answer 13

portion of the left temporal lobe of the human brain that is specialised for language comprehension

Question 14

language acquisition device (LAD)

Answer 14

according to Chomsky, innate feature of the brain that enables children to perceive and grasp quickly the grammatical rules in the language around them

Question 15

specially notable is the amazing burst of language development that occurs at ______ months.

Answer 15

18–24

Question 16

The first 50 words tend to be words that are part of toddlers’ daily routines (Waxman & Lidz, 2006), and include:

Answer 16

important people (‘Mama’, ‘Dada’)
familiar animals (‘dog’, ‘kitty’)
body parts (‘hair’, ‘tummy’)
moving objects (‘car’, ‘truck’)
foods (‘milk’, ‘toast’)
actions (‘eat’, ‘bath’)
household items (‘cup’, ‘chair’)
toys (‘ball’, ‘bear’)
greetings or farewells (‘hi’, ‘bye-bye’).

Question 17

holophrase (and age)

Answer 17

single word that is used to represent a whole sentence
(1 - 1.5 years)

Question 18

overextension (and age)

Answer 18

use of a single word to represent a variety of related objects
(1 - 1.5 years)

Question 19

underextension (and age)

Answer 19

applying a general word to a specific object
(1 - 1.5 years)

Question 20

fast mapping (and age)

Answer 20

learning and remembering a word for an object after just one time of being told what the object is called
(1.5-2 years)

Question 21

telegraphic speech (and age)

Answer 21

two-word phrases that strip away connecting words, such as the and and the
(1.5-2 years)

Question 22

overregularisation (and age)

Answer 22

applying grammatical rules even to words that are the exception to the rule
(2 -3 years)

Question 23

During toddlerhood, emotional self-regulation advances in four ways:

Answer 23

1. Toddlers develop behaviours that can help them regulate their emotions.
   - For example, toddlers who are frightened may run to a trusted adult or older sibling, or cling to a comforting blanket or toy.
2. Toddlers use language to promote emotional self-regulation.
   - talking about feelings with others enhances children’s understanding of their own and others’ emotions, which in turn promotes their emotional self-regulation
3. External requirements by others extend toddlers’ capacities for emotional self-regulation.
   -In toddlerhood, parents begin to convey and enforce rules that require emotional self-regulation: no hitting others no matter how angry you are etc.
4. Emotional self-regulation in toddlerhood is promoted by the development of the sociomoral emotions.
   - Becoming capable of guilt, shame and embarrassment motivates toddlers to avoid these unpleasant emotional states. they learn emotional self-regulation as part of an effort to win approval from others and avoid their disapproval.

Question 24

empathy

Answer 24

ability to understand and respond helpfully to another person’s distress

Question 25

prosocial behaviour

Answer 25

positive behaviour towards others, including kindness, friendliness and sharing

Question 26

self-recognition (+age)

Answer 26

ability to recognise one’s image in the mirror as one’s self
During 2nd and 3rd years

Question 27

self-reflection (+age)

Answer 27

capacity to think about one’s self as one would think about other people and objects
During 2nd and 3rd years

Question 28

Between ____and _____months of age is when children first identify themselves and others as male or female. At age ____, they also apply gender terms like boy and girl, woman and man to others

Answer 28

18 - 30
2

Question 29

ethology

Answer 29

study of animal behaviour

Question 30

anaclitic depression

Answer 30

depression caused by no one to lean on (children)

Question 31

primary attachment figure

Answer 31

person who is sought out when a child experiences some kind of distress or threat in the environment

Question 32

secure base

Answer 32

role of primary attachment figure, allows child to explore world while seeking comfort when threats arise

Question 33

goal-corrected partnership

Answer 33

both people use language to communicate about the child’s needs and the primary attachment figure’s responses.

Question 34

stranger anxiety

Answer 34

fear in response to unfamiliar people, usually evident in infants by age 6 months, peaks at 12 months

Question 35

secure attachment

Answer 35

healthiest classification of parent–child attachment, in which the child uses the parent as a secure base from which to explore, protests when separated from parent and is happy when the parent returns

Question 36

insecure–avoidant attachment

Answer 36

classification of parent–child attachment in which there is relatively little interaction between them, and the child shows little response to the parent’s absence and may resist being picked up when the parent returns

Question 37

insecure–resistant attachment

Answer 37

classification of parent–child attachment in which the child shows little exploratory behaviour when the parent is present, great distress when the parent leaves the room and ambivalence upon the parent’s return

Question 38

disorganised–disoriented attachment

Answer 38

classification of parent–child attachment in which the child seems dazed and detached, with possible outbursts of anger, when the parent leaves the room, and exhibits fear upon parent’s return

Question 39

Ainsworth concluded that the quality of attachment was based mainly on how __________ and _______the mother was. (+dfs)

Answer 39

sensitive and responsive

sensitive means to be good at judging what the child needs at any given time.

To be responsive means to be quick to assist or soothe the children when they need it.

Question 40

3 complaints of attachment theory

Answer 40

-Fails to recognise that children are born with different temperaments
e.g. If, in the Strange Situation, a toddler is highly anxious when the mother leaves the room, then behaves aggressively by pushing her away when she returns, it could be due to a difficult temperament, not to the mother’s failure to be sufficiently sensitive and responsive

-Second, in attachment theory, the direction of influence is one-way, from parents to children, but increasingly in recent decades researchers of human development have emphasised that parent–child relations are reciprocal or bidirectional.

• possible cultural biases in the theory.

Question 41

autism

Answer 41

developmental disorder marked by a lack of interest in social relations, abnormal language development and repetitive behaviour

Question 42

Main 3 features for autism diagnosis (two additional not used in diagnosis):

Answer 42

(1) lack of interest in social relations;
(2) abnormal language development; and
(3) repetitive behaviour

Many children with autism also prefer to have highly predictable routines and hate to have them disrupted. Some also have exceptional, isolated mental skills

Question 43

In Australia, approximately _____ of children fit the diagnostic criteria for autistic spectrum disorder (ASD)

Answer 43

2.5%

Question 44

Usually the diagnosis of autism or ASD is made during ______. at _______ years

Answer 44

toddlerhood, at 2–3 years

Question 45

displacement effect

Answer 45

in media research, term for how media use occupies time that may have been spent on other activities