child pyschology chpt 11
Terms
undefined, object
copy deck
- alphabet familiarity
- letter names and sounds
- concrete
- must have actual materials, contexts and experiences (Piaget's stage 3)
- syntax
- combining words into sentences. ( begin to use and understand complex sentence structures.
- elaboration
- begin in adolencence most advanced creating visual or verbal association to make info retreval more efficient
- phonemic awareness
- the understanding that words are made up of smaller units of sound (phonemes). children must then connect the speech sounds with the printed letters. better reader later on.
- reading and writing
- similar development progressions. ( kid doing well in one, usually do better in the other)
- seriation
- ability to arrange object in increasing to decreasing size. (logical abilities)
- short term
- small amount of info (5 -9 pieces) for about 30 sec, info in shorterm store is activated info (what you thinking about right now)
- network model
- information is hed in concept nodes which are connected by links. info activated by external or internal source.
- strategy choice model
- children solve math problems by choosing the fastest strategy that they can do accurately
- long term
- unlimited capacity and permantly stored.
- computational models of thought
- attempts to mimic the thought processes of humans ( complex computer programs intended to copy and predict the human design making process)
- autobiographical memory
- memories of highly personally significant events, often very vivid and detailed (subgroup of episodic memory that is specific to self)
- concrete operational thought
- (ages7 to 12)stage of cognitive development in which children are able to think about 2 or more dimensions of a problem (decentered thought), dynamic transformations, and reversible operations
- stores model
- information enters the sensory store, and then is passed on to short and long-term store
- strategies
- conscious, intentional and controllable plans people use to improve performance
- connectionist models
- used to understand changes in human behavior due to learning overtime
- stores
- views memories as a series of different storage locations
- organization
- begins in elementary school grooping similar info
- rehearsal
- begins in very early childhood
- phonemic knowledge
- meaning of sound of speech. ( every letter has a sound)
- long-term memory
- memory of information that endures over a long period of time
- semantic memory
- knowledge of words and concepts. and definitions, descriptions and info
- polysemy
- 1 word more that one meaning.
- about age 4
- children can simple calculation in their head, without need of physical objects
- more likely to notice details and relationships (knowlege)
- having a large knowledge base in a particular area free up thinking capacity to attend to more details of related info.
- fuzzy trace theory
- memory based on general ideas... not specific details (suggested people store and retrieve only the general idea of their experience.
- plannning and revising
- evaluating, rewriting. (children gradually learn that a good essay require a outline before the final draft.)
- scripts
- mental representations of the way things occur in specific settings .rules expectations or traditions that describe how events should happen.
- who are less likely to use strategies than school age kids
- preschool kids
- long term memory characteristics - non-activated information
- store info that may or may not be accessable
- semantic knowlege
- meaning of words. ( increase from 200 at age 2 to aobut 18,000 words at age 8, richment and diversity of words meaning increases with age and experiences.
- working memory
- information that is currently active in the system and available for use.
- unlimited capacity
- everything you've ever learned and experiences
- pragmatics
- effective interaction. ( social dynamics such as social rythm, polite conversation.
- de-centered
- ability to consider more than one aspet of a problem at the same time (characteristics of concrete thought)
- about age 2
- children began to associated number words w quantity
- production systems
- describe the original conditions in which decision is made then describes the possible outcomes of the decision
- knowledge base
- the amount of information you have about a specific topic
- counting strategies
- approaches to solving math problems that involve counting quantities
- reversibility
- ability to mentally reverse a series of events (characteristcs)
- sensory store
- information taken in by senses, held for 1/2 sec. then passed on to short and long term store
- types o strategies
- rehearsal, organization, and elaboration.
- more information and better organization with age
- refers to the ability to store new info in exsisting categories, which better understanding and easier retrieval
- mechanics
- spelling, punctuation, capitalization. (competency of follow rules of writing appear rapidly begin in middle child)
- dynamic transformations
- change includes intermediate stages that dont resemble the end points (characterisitcs)
- working memory characteristics
- activated information, limited capacity, similar to short term memory in stores model, basic components are in place by age 6, theres is component for each of the 5 senses, 2 for attention, 1 that monitors overall activities.
- inventive spelling
- tu for two. (early attempt spelling, were sound combination make sense but spelling is incorrect.) (school encourage this).
- class inclusion
- ability to describe objects according to more than one dimension (logical abilities)
- transitive inference
- ability to see broader relationships among objects in a group (logical abilities)
- metalinguistic awareness
- explicit knowledge about language and personal use of it. ( children begin to understand jokes and verbal humor, and develop narrative skills)
- reconstructive memory
- parts of events and knowledge are stored; during recall we retrieve stored pieces and fill in the rest (memory that is influenced by exsisting knowledge and current context.
- episodic memory
- memory of events in day to day life. includes dehilds earliest memories (events, activities, and experiences)