CNCO 6356.02 Ch 5
Terms
undefined, object
copy deck
- intentional or goal-directed behavior
- 8 to 12 month olds can engage in _____________, coordinating schemes deliberately to solve simple problems.
- underextension
- when toddlers first learn words, they sometimes apply them too narrowly.
- Assimilation
- we use our current schemes to interpret the external world.
- object permanence
- the understanding that objects continue to exist when out of sight.
- normal distribution
- most scores cluster around the mean, or average, and progressively fewer fall toward the extremes. This bell-shaped distribution results whenever researchers measure individual differences in large samples.
- referential style
- young children have unique styles of early language learning, their vocabularies consist mainly of words that referred to objects.
- long-term memory
- our permanent knowledge base
- Adaptation
- involves building schemes through direct interaction with the environment
- babbling
- appears around 4 months where consonants are added
- expressive style
- communication in toddlers--they produce more pronouns and social formulas.
- sensory register
- information enters the __________ _____________, where sights and sounds are represented and stored briefly.
- Languge acquisition device (LAD)
- an innate system that contains a set of rules common to all languages. It permits children, no matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words.
- deferred imitation
- the ability to remember and copy the behavior of models who are not present
- make-believe play
- in which children act out everyday and imaginary activities
- recall
- more challenging because it involves remembering something not present
- developmental quotients (DQ)
- Because of concerns that infant scores do not tap the same dimensions of intelligence measured at older ages, they are conservatively labeled DQs.
- core knowledge perspective
- babies are born with a set of innate knowledge systems, or core domains of thought. Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development.
- recognition
- noticing when a stimulus is identical or similar to one previously experienced
- In Piaget's theory
- two processes, adaptation and organizations, account for changes in schemes.
- joint attention
- around 4 months infants start gazing in the same direction adults are looking, a skill that becomes more accurate 10-11 months.
- circular reaction
- provides a special means of adapting their first schemes. It involves stumbling onto a new experience caused by the baby's own motor activity. The reaction is "circular" because, as the infant tries to repeat the event again and again, a sensorimotor response that first occured by chance becomes strengthened into a new scheme.
- cooing
- around 2 months, babies begin to make vowel-like noises, because of their pleasant "oo" quality.
- working, or short-term memory
- the second part of the mind where we actively apply mental strategies as we "work" on a limited amount of information.
- sensorimotor stage
- Jean Piaget's first stage spans the first two years of life. Piaget believed that infants and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment.
- intelligence quotient (IQ)
- indicates the extent to which the raw score (number of items passed) deviates from the typical performance of same-age individuals
- developmentally appropriate practice
- These standards,devised by the U S National Association for the Education of Young Children, specify program characteristics that meet the developmental and individual needs of young children based on both current research and expert concensus.
- central executive
- to manage its complex activities, a special part of the working memory directs the flow of information.
- Accommodation
- we create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely.
- overextension
- applying a word to a wider collection of objects and events than is appropriate
- standardization
- giving the test to a large, representative sample and using the results as the standard for interpreting scores
- zone of proximal (potential) development
- refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners
- mental representations
- internal depictions of information that the mind can manipulate
- organization
- a process that takes place internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system.
- schemes
- according to Piaget, specific psychological structures--organized ways of making sense of experience
- violation-of-expectation method
- researchers habituate babies to a physical event (expose them to the event until their looking declines). Then they determine whether infants "recover" to look longer at an expected event or an unexpected event.