Term
|
Definition
| capacity to retain/retrieve information |
|
|
Term
|
Definition
habituation is evidence of recognition
-developed in womb, very accurate by 4 years old
ex: multiple choice tests |
|
|
Term
|
Definition
deferred imitation (act out, kid repeats it)
-appears later in 1st year of life
-9 months: imitate 1-step sequences |
|
|
Term
|
Definition
-can remember very little before 3.5-4 years
-infants do not have memories |
|
|
Term
| Explanations for infantile amnesia |
|
Definition
Repression: FREUD. no real evidence to support
Diff processing systems: (remembered in pictures, no language) PIAGET. however, kids can talk about memories after they happen
Autobiographical memory: FIVUSH. sense of self isn't developed til 3 years old
Fuzzy trace theory: verbatim vs gist memories |
|
|
Term
|
Definition
-place mobile over crib~kick->mobile moves.
-retained info longer if exposure minutes were split up into more sections
-more memory means more growth in brain (amygdala and hippocampus)
-frontal cortex is related to retrieval of stored memories |
|
|
Term
| memory strategies: rehearsal |
|
Definition
repeat to remember
useful around 6 years old |
|
|
Term
| memory strategies: organization |
|
Definition
chunking: 7-8 years ->smaller chunks
chunks increase in size with age
Elaboration: 11 years old
add more info, connect to info already know |
|
|
Term
| memory strategies: strategy choice |
|
Definition
salience: do something to increase memory, because told
not spontaneous
cost-benefit analysis
utilization deficiency: know it, but dont use it |
|
|
Term
| Rovee-Collier's experiments show that three important features of memory exist... |
|
Definition
1. an event from the past is remembered
2. overtime, the event can no longer be recalled
3. a cue can serve to dredge up a forgotten memory |
|
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Term
|
Definition
| ability to think about cognition, increases rapidly during elementary school years |
|
|
Term
| cognitive self-regulation |
|
Definition
| set goals, choose effective strategies -> better student |
|
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Term
|
Definition
informal understanding of memory
diagnose memory problems, monitor effectiveness of memory strategies |
|
|
Term
|
Definition
sequence of events tpo do something
ex: walking dog |
|
|
Term
| • How does knowledge affect children's memory abilities? For example, what did studies of experts vs. novices find? |
|
Definition
| chess study: become expert in one area, increase memory for that area |
|
|
Term
| eye-witness testimony problems |
|
Definition
implant false memory
source monitoring issues |
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|
Term
|
Definition
| process of identifying a unique pattern of letters |
|
|
Term
|
Definition
| process of extracting meaning from a sequence of words |
|
|
Term
|
Definition
| ability to hear the distinctive sounds of letters |
|
|
Term
| skills required for reading |
|
Definition
| reading left to right, better recognition, understand phonemics, hold chunks of sounds in STM to combine them, interpret meaning of individual words and groups of words |
|
|
Term
| what helps kids learn to read? |
|
Definition
know letters
being read to (increase interest, learn reading rules, discuss interpretation) |
|
|
Term
| phonics vs whole word teaching |
|
Definition
phonics: teach to sound out words
whole word: show word, say it |
|
|
Term
| pros and cons for phonological recoding |
|
Definition
learn rules for transforming letters into sounds
pros: increase spelling, build phonemic awareness, increase interpretation
cons: may lead to reading without comprehension |
|
|
Term
| whole-language approach (pros and cons?) |
|
Definition
visually based retrieval - learn to recognize the complete form of words
pros: emphasis meaning, more student-centered
cons: negatively predicts reading disabilities( phonemic awareness is best predictor) |
|
|
Term
|
Definition
| identifying words, first step in actual reading |
|
|
Term
|
Definition
| 5 months - can see similarities in different arrangements of small numbers |
|
|
Term
| arithmetic for 5-month-olds |
|
Definition
some controversial evidence of addition at 5 months
show surprise when number is not what expected |
|
|
Term
|
Definition
getting sense of how many, just by looking
perceptual process, not understanding math :/ |
|
|
Term
| what do you need to know for math? |
|
Definition
| vocab (know words of #'s), order of #'s, principles (1-1 correspondence, stable order, cordiality, etc) |
|
|
Term
| principles of counting at 3-4 years |
|
Definition
1:1 correspondence = 1 number per object
abstraction: any group of objects can be counted |
|
|
Term
| Principles of counting at 4-5 years |
|
Definition
stable order: numbers go in same order
cardinality: last number counted = total number of objects
order irrelevance: objects can be counted in any order |
|
|
Term
| by age 3, most kids can count to... |
|
Definition
|
|
Term
| by age 5, most kids can count to.... |
|
Definition
|
|
Term
| Describe factors that contribute to improved comprehension |
|
Definition
-children become more skilled at recognizing words, allowing more working memory capacity to be devoted to comprehension
-working memory capacity increases, which means that older and better readers can store more of a sentence in memory as they try to identify the propositions it contains
children acquire more general knowledge of their physical, social, and psychological worlds, which allows them to understand more of what they read
with experience, children better monitor their comprehension
wwith experience, children use more appropriate reading strategies |
|
|
Term
| Describe cultural differences in mathematical competence |
|
Definition
| asian numbers = completely regular, elven and twelve expressed as "one and two" |
|
|
Term
|
Definition
| understanding words, sounds, etc |
|
|
Term
|
Definition
| actual speaking, making sounds, communication |
|
|
Term
|
Definition
| system of gestures and sounds |
|
|
Term
| 3 characteristics of language |
|
Definition
semanticity
displacement
generativity |
|
|
Term
| nurture: how is language learned? |
|
Definition
learned through operant conditioning and imitatin
language requires exposure to language |
|
|
Term
| nature: how is language acquired? |
|
Definition
language acquisition device
innate, specific to humans, universal grammar, children learn quickly + speak grammatically |
|
|
Term
| interactionist: how is language acquired? |
|
Definition
innate ability + desire to interact with others, complex language environment
biology, cognition, social experiences work together |
|
|
Term
|
Definition
| study of basic language sounds |
|
|
Term
|
Definition
|
|
Term
|
Definition
study of syntax and morphology
syntax: rules for combining words
morphology: basic units of meaning |
|
|
Term
|
Definition
| study of social language use rules |
|
|
Term
|
Definition
sound, smallest unit
45 in english language |
|
|
Term
|
Definition
| infants can distinguish all possible phonemes |
|
|
Term
| categorical speech perception |
|
Definition
put similar sounds into categories and appropriate for language
ex: t sound = 2 letters in hindi |
|
|
Term
|
Definition
|
|
Term
|
Definition
repeated, alternating consonent/vowel combos
6 months |
|
|
Term
|
Definition
|
|
Term
|
Definition
parantese
slow, singy tone variation
good for language develop't, because change in tone is more interesting and helps annunciation |
|
|
Term
|
Definition
first word at 12 months
begin to use gestures earlier - 8 months
can use sign language |
|
|
Term
| speed of vocab development? |
|
Definition
| receptive/comprehension develops more quickly (8 months) than expressive/production (12 months) |
|
|
Term
|
Definition
increase in vocab, huge, 18-24 months
by 6 years -> 10,000 words (5/day) |
|
|
Term
|
Definition
| rapidly connect word with meaning based on context |
|
|
Term
|
Definition
point and name, learn better
12 months |
|
|
Term
| context/linguistic bootstrapping |
|
Definition
| use cues in sentence to figure out word |
|
|
Term
| vocab spurt occurs - how? |
|
Definition
fast mapping
joint attention
constraints (assumptions) |
|
|
Term
|
Definition
mutual exclusivity (1 name per object)
whole object assumption -> name = whole thing, not part of it
category labels (vs proper nouns)
"desk" not THE desk. label |
|
|
Term
| 2 types of errors made in learning words? |
|
Definition
overextension
underextension |
|
|
Term
|
Definition
using word for something not in the same category
doggy = most animals |
|
|
Term
|
Definition
use word for fewer items than it applies
cat = only your cat |
|
|
Term
|
Definition
link between sounds into words
pauses occur mid-word |
|
|
Term
| statistical language learning |
|
Definition
determining probabilities of one syllable following another
bay-> bee = baby
bay-> sick = basic
artifical language: 8 months |
|
|
Term
|
Definition
| increase vocab if can repeat heard word |
|
|
Term
| what affects language development? |
|
Definition
| encourage speech, engage in convo, name objects, use sophisticated grammar, read books, bilingual children |
|
|
Term
| 4 methods of grammatical development |
|
Definition
halophrases
telegraphic speech
morpheme
overregulation |
|
|
Term
|
Definition
one-word tterances to communicate (ball1)
means whole sentence/thought |
|
|
Term
|
Definition
18 months
use 2-word phrases
leave out unimportant words
follows language rules
(daddy drink) |
|
|
Term
|
Definition
smallest meaningful unit of language (not just words)
pick, picked, picks
3 meanings, one word |
|
|
Term
|
Definition
using the regular grammatical rules for irregular words
irregular words -> foot/feet, go/went |
|
|
Term
|
Definition
social use of language
turn-taking in conversation; modeled, learned quickly
indirect speech acts: can you open the window?
not yes/no question
understand by 3 years old |
|
|
Term
|
Definition
example of pragmatic
3-5 year old
comment and add request in conversation, keep convo going |
|
|
Term
|
Definition
pragmatic development
5-9 years old
change of topic is initiated gradually, because modifying focus of decision |
|
|
Term
| understanding of scale models |
|
Definition
2.5-3 years old
toy truck -> scale model
understanding that smaller things represent larger
ex: doll house, symbol of biggger room
ex: snoopy, little and big room |
|
|
Term
|
Definition
model as a symbol and object by itself
ex: that's me
that's a girl
separate.... |
|
|
Term
|
Definition
between 18-30 months
have trouble integrating perception and action
cannot relate size of object to themselves |
|
|
Term
|
Definition
deloache
9 months
try to pick things up out of pictures
perceive pictures as 3d |
|
|
Term
|
Definition
preattachment
true attachment
reciprocal relationships
attachment quality |
|
|
Term
|
Definition
0-6 weeks
do not mind being left with unfamiliar adult
prefer moms smell, etc. but no pref. for comfort |
|
|
Term
| attachment in making stage |
|
Definition
6 weeks to 6-8 months
respond differently to familiar/unfamiliar people
show pref for familiar people
comforted more easily by primary caregiver
beginning to develop trust, internal working model developing |
|
|
Term
|
Definition
6-8 to 18-24 months
separation anxiety
attempt to maintain physical contact |
|
|
Term
|
Definition
18-24 months
2-way attachments
understand caregivers' emotions + intentions better
less separation anxiety |
|
|
Term
|
Definition
secure base behavior -> how respond to new situation?
different responses to parent v.s stranger
separation anxiety
reaction to reunion? |
|
|
Term
| 4 categories of attachment |
|
Definition
secure attachment
insecure/avoidant attachment
insecure/resistant
disorganized/disoriented |
|
|
Term
|
Definition
if caregiver leaves, baby is upset
babe is happy when caregiver returns
65% of american babies
actively seek physical contact if distressed |
|
|
Term
| outcomes of secure attachment? |
|
Definition
best off
few behavior problems
increase in social skills
high self esteem, better problem solving skills and grades |
|
|
Term
| Insecure/avoidant attachment |
|
Definition
no secure base behavior
ignore/avoid caregiver, little distress when apart
20% american babies
fail at comforting baby, more isolated + disconnected from peers, low social skills
caregivers tend to be over-involved or try to over-stimulate babies, because cannot read baby's cues
poor synchrony
kids = overwhelmed and pull away |
|
|
Term
| insecure/resistant attachment |
|
Definition
do not use caregiver as secure base
seek closeness to caregiver (clingy), little exploration of new settings, baby is angry when caregiver returns
10-15% of american babies |
|
|
Term
| outcomes of insecure/resistant attachment |
|
Definition
disruptive, difficult, passive
low social, angry with peers
caregivers are inconsistent, babies do not know what to expect
resent parents because do not always meet needs |
|
|
Term
| outcomes of insecure/avoidant attachment |
|
Definition
more isolated and disconnected from peets, not social
caregivers tend to be over-involved and over-stimulate |
|
|
Term
| Disorganized/disorientated attachment |
|
Definition
very insecure
no strategy for coping with separation/reunion
baby is confused when caregiver returns
avoidance behavior. flat, depressed look
5% of american babies |
|
|
Term
| outcomes of disorganized/disoriented attachment |
|
Definition
avoidant behavior and resistantly attached
some are abused
at risk for becoming hostile and aggressive |
|
|
Term
|
Definition
expectations about caregiver responsiveness
studied 12 16-month-olds, 1/2 securely attached, 1/2 insecurely
show videos -> balls rolling up stairs, baby gets stuck and cries. big ball responds or avoids child.
securely attached babies looked longer at unresponsive event, because it was unusual to them
no difference in looking to responsive event, insecurely attached looked longer at responsive event. therefore working model is in place |
|
|
Term
|
Definition
| know you are separate from rest of world, individual |
|
|
Term
|
Definition
| how respond to mirror images |
|
|
Term
| self-concept/self-understanding |
|
Definition
| ideas about oneself (re: traits) |
|
|
Term
|
Definition
| mature sense of who one is, direction in life |
|
|
Term
|
Definition
Rouge task
12-15 months: use mirror to find things in space, not attached to body. think mirror is another baby
15-18 months: touch own nose during rouge task. can point to self when asked
18-24 months: can label self and mirror image self. use personal pronouns (i/me/name/baby) |
|
|
Term
| steps of self concept + understanding |
|
Definition
1. categorical self: talk about possessions and physical characteristics
2. actions and abilities (2-3 years)
3. personality traits (elementary school)
more psychological, complex, and abstract as age increases. more understanding of contradiction within self |
|
|
Term
|
Definition
feel like everyone is constantly watching and judging them
self-conscious
worried about others' reactions |
|
|
Term
|
Definition
| teens think that their feelings and emotions are unique, nobody understands what theyre going through |
|
|
Term
| illusion of invulnerability |
|
Definition
|
|
Term
|
Definition
overtime; a sense of who we are
more relevant in adolescence, because of puberty (phys change, cognitive development, hypothesis-deductive reasoning, etc)
change in social roles (brings choice and decisions not relevant earlier) |
|
|
Term
| Erikson's stage theory: identity vs role confusion |
|
Definition
figure out who you are, what you want in life
if not: role confusion |
|
|
Term
| Marcia: identity crisis vs commitment |
|
Definition
crisis: choose among meaningful alternatives
commitment: personal investment in what they are going to do. actively pursue, really committed |
|
|
Term
| Marcia: 4 identity statuses |
|
Definition
diffusion
foreclosure
moratorium
achievement |
|
|
Term
|
Definition
|
|
Term
|
Definition
| committment, no crisis (may not be happy) |
|
|
Term
|
Definition
| crisis, vague/partially defined commitment |
|
|
Term
|
Definition
| commitment, know what want to do |
|
|
Term
| 3 steps of career identity |
|
Definition
1. crystallization - age 13-14, limit options based on identity
2.specification: age 18; train for career. actively try out things
3. implementation: early 20s, actually do job |
|
|
Term
| building blocks of self-esteem |
|
Definition
-competence: ability do things
-control: power to affect world
-worth: sense of importance to others and being valued |
|
|
Term
| how child-rearing techniques affect self-esteem |
|
Definition
-warm and accepting, realistic expectations
-conditional support: less self-worth. ex: everyone gets ribbons
-coerciveness: less self control
-humiliation/over-protective: less competence
-indulgent: high, inflated self esteem |
|
|
Term
| development of self-esteem |
|
Definition
2 years old: smile at accomplishments, frown at failure. pride and shame
3 years old: self-conscious emotions. global
6-7 years: differentiated self esteem -> academic, physical, and social |
|
|
Term
| fluctuation of self esteem over time |
|
Definition
baseline: more stable, global self-esteem
barometric: how much self esteem fluctuates
becomes more stable with age
----early adolescence (12-14), s.e. decreases
-----s.e. high in early childhood, drops in elementary/middle school, becuase better at comparing self to tohers |
|
|
Term
| low self-esteem/volatility due to... |
|
Definition
| cognitive abilities, peers, school transitions |
|
|
Term
| self esteem increases with age, due to... |
|
Definition
| increase in autonomy (control over life), cognitive changes, niche picking (pick things youre good at), better at forming relationships, how to build support systems |
|
|
Term
| external and internal achievement attributions |
|
Definition
explanations of success and failures, related to self-esteem
external: environmental
internal: psychological |
|
|
Term
|
Definition
high self-esteem
if do well, it's because of internal attributions
failures due to external factors (like; hard test, teacher hates me, etc)
high levels of self-regulation and persistence: try harder to do better, because ability is intrinsic |
|
|
Term
|
Definition
low self-esteem
if do well, attribute to external factors (ie teacher is in good mood)
failure due to lack of ability, cannot build ability
leads to loss control, low persistence, poor self-regulation
avoid challenges, low expectations of success |
|
|
Term
|
Definition
give challenging tasks (success only)
use scaffolding, encourage success with help and praise
focus on learning goals rather than performing goals |
|
|
Term
|
Definition
| measure of personality and intelligence |
|
|
Term
|
Definition
| ability to perceive relations among stimuli |
|
|
Term
| crystallized intelligence |
|
Definition
| culturally influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocab |
|
|
Term
|
Definition
| knowing meanings of words, having ability to use words to understand new ideas and using language to convey ideas to others |
|
|
Term
| logical-mathematical intelligence |
|
Definition
| understanding relations that exist among objects, actions, and ideas, as well as logical or mathematical operations that can be performed on them |
|
|
Term
|
Definition
| perceiving objects accurately and imagining in the "mind's eye" the appearance of an object before and after it has been transformed |
|
|
Term
|
Definition
| comprehending and producing sounds varying in pitch, rhythm, and emotional tone |
|
|
Term
| bodily-kinesthetic intelligence |
|
Definition
| using one's body in highly differenitated ways, as dancers, craftspeople, and athletes do |
|
|
Term
| interpersonal intelligence |
|
Definition
| identifying different feelings, moods, emotions, motivations, and intentions of others |
|
|
Term
| intrapersonal intelligence |
|
Definition
| understanding one's emotions and knowing one's strengths and weaknesses |
|
|
Term
| naturalistic intelligence |
|
Definition
| recognizing and distinguishing among members of a group and describing relations between such groups |
|
|
Term
|
Definition
| considering "ultimate" issues, such as the purpose of life and the nature of death |
|
|
Term
|
Definition
| mental retarded individuals who are extremely talented in one domain |
|
|
Term
|
Definition
| analyzing problems and generating different solutions |
|
|
Term
|
Definition
| dealing with novel situations and problems |
|
|
Term
|
Definition
| knowing what solution or plan will actually work |
|
|
Term
| psychometric approach to intelligence |
|
Definition
| intelligence is a hierarchy of general and specific skills |
|
|
Term
| gardner's theory of multiple intelligences |
|
Definition
| 9 distinct intelligences exist - linguistic, math, spatial, music, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existentialism |
|
|
Term
| sternberg's theory of successful intelligence |
|
Definition
| successful intelligence is defined as the use of analytic, creative, and practical abilities to pursue personal goals |
|
|
Term
|
Definition
| difficulty of problems can solve correctly |
|
|
Term
|
Definition
| rhythm, stress, intonation of speech |
|
|
Term
|
Definition
| a conscious mental reaction subjectively experienced as strong feeling usually directed toward a specific object and typically accompanied by physiological and behavioral changes in the body |
|
|
Term
|
Definition
Behavioral manifestation
Physiological response
Cognitive interpretation |
|
|
Term
| what function do emotions serve? |
|
Definition
Protection (e.g., fight or flight)
Bonding
Overcome obstacles
Understanding others |
|
|
Term
|
Definition
happiness: smiles appear in first few weeks. social smile 6-8 weeks. laughter 3-4 months
distress: newborns show signs of this when Hunger, pain, temperature changes, over-stimulation, under-stimulation.
anger - 2 months
Anger when: stimulation removed, caregiver leaves, arms restrained
sadness: In response to pain, separation from caregiver, removal of object
Fear: 6 months
Most common are stranger anxiety and separation anxiety
Self-conscious emotions: e.g., shame, guilt, embarrassment, pride
embarrassment and pride: 15-24 months |
|
|
Term
| emotions during adolescence |
|
Definition
Slightly more intense & negative emotions
Slightly less positive emotions
In contrast to stereotypes of adolescence, most experience only slight changes |
|
|
Term
| emotional development in US |
|
Definition
In U.S, we encourage display of 'positive' feelings
Encourage suppression of 'negative' ones
cannot hide emotions til 3 years old |
|
|
Term
|
Definition
Looking to another, trusted person to see how to react in or to an ambiguous/ unfamiliar/ uncertain situation/ object
Emerges @ 8 to 12 months |
|
|
Term
|
Definition
Reactivity: responses to change (internal or external)
Self-regulation: processes that moderate/ |
|
|
Term
| dimensions of temperament |
|
Definition
-Activity level –how much physical activity do they show?
-Rhythmicity–how predictable are their cycles (eating, sleeping, pooping)?
-Approach-withdrawal–do they approach new situations eagerly, or do they hang back?
-Adaptability–how quickly to they adapt to new situations or people? |
|
|
Term
| Rothbart’s3 dimensions of temperament |
|
Definition
-Surgency/ extraversion: approach, high pleasure/ stimulation-seeking, smiling/ laughter, activity levels, perceptual sensitivity
-Negative affectivity: sadness, frustration, fear, slower reactivity
-Effortful control: focusing, perceptual sensitivity, attentionalfocusing |
|
|
Term
| Bowlby’s ethological (evolutionary) theory of attachment |
|
Definition
| survival is promoted by attachment |
|
|
Term
|
Definition
-Expectation of how caregiver and others will react
Based on:
child's experience with that caregiver
caregiver's responsiveness
-Thought to affect:
attachment quality with primary caregiver, future relationships |
|
|
Term
|
Definition
Being 'in synch' during social interactions
Ability to read each other's social signals and respond appropriately
Matching emotional states
Turn-taking
Related to caregiver's responsiveness and supportiveness
Avoiding overstimulation or ignoring signals
Important to repair interactive errors
Builds healthy relationships |
|
|
Term
| What is temperament? What are the characteristics of each temperament classification (e.g., "easy")? |
|
Definition
Easy child (~40% of children)
regular routines, usually cheerful, adapts easily
Difficult child (~10% of children)
irregular routines, usually moody, doesn’t adapt easily
Slow-to-warm-up child (~15% of children)
low activity, negative mood, adjust slowly |
|
|
Term
| difference between guilt and shame |
|
Definition
Guilt: emphasize that the behavior was 'bad'
Teach child to notice consequences & fix them
Use love & respect
Shame: emphasize that the child was 'bad'
Use humiliation to change behavior
No emphasis on fixing wrongs |
|
|
Term
| What is goodness-of-fit, and how is it related to later outcomes? |
|
Definition
| A good match between parenting style and the kid’s temperament -> optimized development So, temperament isn’t always stable; the environment can change it |
|
|
Term
- What are Rothbart's three dimensions of temperament (e.g., effortful control)?
|
|
Definition
1. Surgency/ extraversion: approach, high pleasure/ stimulation-seeking, smiling/ laughter, activity levels, perceptual sensitivity
2. Negative affectivity: sadness, frustration, fear, slower reactivity
3.Effortful control: focusing, perceptual sensitivity, attentionalfocusing
|
|
|
Term
|
Definition
| high pleasure/ stimulation-seeking, smiling/ laughter, activity levels, perceptual sensitivity |
|
|
Term
|
Definition
| sadness, frustration, fear, slower reactivity |
|
|
Term
|
Definition
| focusing, perceptual sensitivity, attentional-focusing |
|
|
Term
- Summarize Kagan's view that inhibition is the most important aspect of temperament.
|
|
Definition
behavioral inhibition: tendency to react negatively to unfamiliar people/ events
--Uninhibited kids tend to remain more sociable and have better peer relationships, and show less fear than inhibited kids |
|
|
Term
|
Definition
Species-specific stimuli that elicit a specific social response
-Built-in behaviors to keep parent close and stay alive (Social smile, Neoteny–kind of the Disney “cuteness”; short face, large forehead, chubby cheeks, big eyes)
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Definition
| infants smile when they see another face |
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Term
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Definition
the retention, by adults in a species, of traits previously seen only in juveniles
Disney “cuteness”; short face, large forehead, chubby cheeks, big eyes |
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Definition
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Definition
| infants look to mothers to know how to react in novel situations |
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Definition
| culturally specific standards for appropriate expressions of emoton in a particular setting or with a particular person |
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