Term
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Definition
| to understand, predict and change behavior |
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Term
| What negative comes from studying Developmental? |
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Definition
| Parental Expectations, treatment provider's expectations, research (selection of participants can be bias) |
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Term
| Areas within developmental? |
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Definition
Physical development
Cognitive development
Personality development
Social development |
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Term
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Definition
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Term
|
Definition
|
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Term
| Early childhood (age range) |
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Definition
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Term
| Middle/Late childhood (age range) |
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Definition
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Term
|
Definition
|
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Term
| Early Adulthood (age range) |
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Definition
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Term
| Middle adulthood(age range) |
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Definition
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Term
| Late adulthood (age range) |
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Definition
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Term
| In addition to chronological age, there is .... |
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Definition
–Psychological age
–Social age
–Biological age |
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Term
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Definition
–Identification of a problem, obstacle or an idea
–Hypothesis
–Reasoning
–Observation
–Theory revision |
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Term
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Definition
| –set of assumptions or hypotheses about behavior |
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Term
| Characteristics of good theories? |
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Definition
•Falsifiable
•Clearly defined |
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Term
| Cross-sectional approach? (time study) |
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Definition
–different ages are compared
Look at couples in their 20s, then couples in their 30s and couples in their 40s (caution: Cohort effects!) |
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Term
| What does Empiricism mean? |
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Definition
|
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Term
| Ranges of Correlational strengths |
|
Definition
Low 0-.4
Mod .5-7
Strongly correlated .7- 1.0 |
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Term
| Name three types of correlations |
|
Definition
Negative correlations
Positive correlations
Spuriously related |
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Term
| Which type of study design is considered the Golden Standard? |
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Definition
Experimental groups - analysis of variance.
Concerns/Worries:
We mostly worry about Internal validity
THEN External Validity
Confounds, error |
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Term
| Longitudinal Research? (Time study) |
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Definition
GREAT: no cohort effects (Not the methodologies of Nontenured faculties)
Concerns: Very expensive, subject attrition (People do not drop out of these studies at random) |
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Term
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Definition
Combination of Cross-sectional and longitudinal
(Take 10yr old children, 15yr old kids, 25 yr olds –All kids of alcoholics)
Bad: cohort effects |
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Term
|
Definition
Exploring cultural-specific concepts
Cultural-specific concepts (example: cooobod/koobod) |
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Term
|
Definition
| –exploring universal concepts |
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Term
| Mainstream or traditional theories |
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Definition
| –Focus on the individual with primary attention to internal cognitive processes |
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Term
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Definition
| –Focus on the the interactions between the individual and his or her environment in specific psychological domains |
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Term
| Vygotsky’s Sociocultural theory. (Interactionist) |
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Definition
| development is the result of interactions between cultural and historical factors (• It’s not just the person, but also the cultural and historical contexts in which they live) |
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Term
| 3 main components in Vygotsky’s Sociocultural theory? |
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Definition
3 main components in this process
•role played by culture (social demands)
•use of language (what we say to ourselves)
•child’s zone of proximal development (space between what a child can do independently and with help from another person) |
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Term
| Super and Harkness’s Developmental Niche (NEESH)(Interactionist) |
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Definition
| Each developing organism has his or her own characteristics that he or she brings to the environment |
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Term
| 3 main components in Super and Harkness's theory? |
|
Definition
-Physical and social setting of everyday life (ex: family)
-Culturally determined customs of childcare and child rearing
-Psychology of caregivers/parents |
|
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Term
| Name Brofenbrenner’s (Ecological) Nested System Levels(5 system levels) |
|
Definition
Microsystem: System in which the individual is interacting right now
Mesosystem: Set of microsystems
Exosystem: Don’t exert a direct effect, but still impact child’s life
Macrosystem: Culture
Chronsystem:time |
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Term
|
Definition
The individual structure and function (biology, psychology, and behavior) fused dynamically with the his ecological systems.
-Individuals are not passive
-Development is influenced by parents, family, school, peers, etc.
-Developing organism influences parents, family, school, peers, etc |
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Term
| Give an example of Brofenbrenner's Microsystem |
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Definition
| -family, school, religious institutions, neighborhood, and peers(Refers to the institutions and groups that most immediately and directly impact the child's development) |
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Term
| Give an example of Brofenbrenner’s Mesosystem |
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Definition
-niche within a given` period of development
Interconnections between the microsystemsInteractions between the family and teachersRelationship between the child’s peers and the family |
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Term
| Give an example of Brofenbrenner’s Exosystem |
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Definition
| -work place of parent, changes of health care, board of education, legal service(Contexts which influenced the development but that the child was not directly exposed to) |
|
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Term
| Give an example of Brofenbrenner’s Macrosystem |
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Definition
| American Culture, Laws, social class (Culture, governments, public policy) |
|
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Term
| What is Brofenbrenner’s Chronsystem? |
|
Definition
Time - changes in person or environment over time.
Time cuts through all other ecology components) |
|
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Term
| Dynamic Systems Theory - Ester Thelen and Linda Smiths |
|
Definition
-Mathematical equations
Derives from both systems theories:
-Biology and psychology
-Study of complex and nonlinear systems in physics and mathematics
“changes over time among elements that are interrelated systemically” |
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Term
| Context Interaction Theory - Magnusson’s Holistic Person |
|
Definition
-Emphasizes the role of context in human behavior and development
-Stresses the synthesis of the person-environment systems
4 (four) conceptual pillars:
-Interactionism
-Holism
-Interdisciplinary
-Longitudinal study of the person |
|
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Term
| Name 3 Conceptual Splits of developmental |
|
Definition
-Nature vs Nurture
-Continuity – Discontinuity
-Stability-Instability |
|
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Term
| Nature vs Nurture Conceptual Split |
|
Definition
| Is it Biological or environment which influences children more? |
|
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Term
| Continuity – Discontinuity Conceptual Split |
|
Definition
-Descriptions (differences in what exists- he is 2inches taller)
-Explanations (accounts for change – hormones made him grow)
-->Quantitative (height and weight in an adolescent)
-->Qualitative (maturing and sudden sex drive is qualitative) |
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Term
|
Definition
-Differences that arise between people within group as a consequence of within-person change
-->Stability – if a persons position relative to his or her reference group changes with development
-->Instability – persons position relative to his or her reference group remains the same with development |
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Term
|
Definition
A critic of conceptual splits.
-Dynamically interactive or fused
“how do nature and nurture dynamically interact to produce behavioral development?” |
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Term
| Developmental Contextualism (Richard M Lerner) |
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Definition
| Stresses that bidirectional relations exist among he multiple levels or organization involved in human life |
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Term
| Paul Baltes’ Life-Span Developmental Theory |
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Definition
-Study of development (ontogenesis) from conception into old age
-Plasticity across the life span!!
-Baltes states that (multidimensionality and multidirectionality)influence development across the lifespan.
-5 (five) Levels of analysis !! (biology, culture, history,…?) |
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Term
| Jochen Brandtstadters Action Theories of Human Development |
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Definition
-A theory which focuses on the person-context-relations
-"individual is both the active producer and the product of his or her ontogeny” |
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Term
| Glen H. Elder, Jr.’s life-course theory |
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Definition
-social system approach to human dev.
-“human lives are social embedded in specific historical times and places that shape their content, pattern, and direction” |
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Term
| Cross-cultural psychology |
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Definition
-Culture is treated as an antecedent or independent variable that acts on
psychological processes
relies more “on the methodological armoire of psychology, rather than on the nature and practice of culture |
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Term
|
Definition
| No, it changes overtime (Ex: eating, health, safety, technology and media, family/gender roles) |
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Term
| Name some traits of Individualistic cultures |
|
Definition
-value personal goals (not group goals)
-emphasis on the self (independence, feeling good, personal achievement) |
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Term
| Name a few countries of Individualistic culture |
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Definition
| Canada, Germany, The Netherlands, Urban Mexico, |
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Term
| Name some traits of Collectivism |
|
Definition
-Value rather than individual
-Interdependence and harmonious relationships strongly valued |
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Term
| Name a few places where collectivism can be found |
|
Definition
| Native American, China, Thailand, rural Mexico |
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Term
| T/F There is a bias in psychology towards a individualistic perspective. |
|
Definition
True.
-Plethora of "self" words: self-awareness, self-reinforcement, self-efficacy (Concepts may not apply cross-cultures) |
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Term
| Name some cultural impacts on development |
|
Definition
All aspects of child rearing:
-Toileting
-Feeding
-Sleeping |
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Term
| What are parenting goals in an individualistic culture? |
|
Definition
-Self-reliance
-Creativity
-Independence |
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Term
| What are parenting goals in an collectivism culture? |
|
Definition
-Reliability
-Obedience
-Proper behavior |
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Term
| What are the coping strategies for individualism? |
|
Definition
-Assertiveness
-Expressing emotions
-Confrontation |
|
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Term
| What are the coping strategies for collectivism cultures? |
|
Definition
-Social Support
-Avoidance
-Forbearance |
|
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Term
| Communication style of an individualistic culture? |
|
Definition
-Direct communication style
-Focuses on content
-Verbal communication is stressed |
|
|
Term
| Communication style of an collectivism culture? |
|
Definition
-Indirect communication style
-Focuses on context
-Non-verbal communication is important |
|
|
Term
| Relationship functioning in an individualistic culture? |
|
Definition
-Autonomous in interpersonal relationships
-Higher social skills in starting new relationships
-May give up unproductive social relationships easily |
|
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Term
| Relationship functioning in an collectivism culture? |
|
Definition
-Interpersonal harmony is the primal concern
-Take time in forming new relationships
-Relationships tend to be Intimate and long-lasting
-Make efforts to maintain relationships |
|
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Term
| When considering culture, what does Pluralism mean? |
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Definition
| Acceptance of other ethnicities |
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Term
| Berry’s Model of Cultural Change |
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Definition
| The extent to which a person maintains their cultural heritage/influences participation and seek contacts for outsiders cultures (based on the principles of cultural maintenance and contact-participation) |
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Term
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Definition
| Extent that individuals value and wish to maintain their cultural identity, even after moving to another culture |
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Term
|
Definition
-Extent that folks value and seek out contact with those outside their own group
-Extent to wish to participate in the daily life of the larger society |
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Term
|
Definition
|
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Term
|
Definition
Absorption of the minority to the majority group
Ex: Mohamad moves to USA calls himself Paul |
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Term
|
Definition
-Others reject minority
-Minority groups not accepted into majority
-Causes minorities to withdraw |
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Term
|
Definition
-Self (minority) withdrawals
-Self-imposed withdrawal from dominant grp by minority group
-Little interaction between minority and majority |
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Term
|
Definition
-Allowing a person to create their own cultural identity
-Societal encouragement |
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Term
| Cross-cultural psychology |
|
Definition
-Culture is treated as an antecedent or independent variable that acts on
psychological processes
relies more “on the methodological armoire of psychology, rather than on the nature and practice of culture |
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Term
| Cultural psychology (sub-field of cross-cultural psychology) |
|
Definition
| -Culture is treated as the species-specific medium of human line within which people acquire and share symbolic meaning and practices so that cultural contributions to psychological process can be can be fruitfully studied among people within a given cultural group |
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Term
|
Definition
-Equal Endogenous AND Exogenous factors influence development
-Social environment and physical environment both contribute
-Culture plays limited role in Piagets theory |
|
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Term
| Name three theorists who held Classical Cultural theories (Cross-cultural – Culture as a variable, directly interacting) |
|
Definition
|
|
Term
| the Garden Metaphor (Culture) |
|
Definition
| Culture is like a garden; requiring knowledge, beliefs, and tools |
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Term
|
Definition
| Developmental change was the emergent syntheses of several major factors interacting over time |
|
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Term
| T/F Cross –cultural studies show adults talk to their babies in baby-talk, higher tone, simplified grammar and simplified vocabulary. |
|
Definition
True!!
Cross –cultural studies show adults talk to their babies in baby-talk, higher tone, simplified grammar and simplified vocabulary |
|
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Term
Bornstein Cross cultural Study
(Does culture influence the way parents play with their children?) |
|
Definition
American and Japanese parents interacting with their 5 month old offspring.
-Babies acted the same, parents acted differently
-Americans/value attn to objects
-Japanese/value attn to mom
YES!! Culture influences the way parents play with their children. |
|
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Term
|
Definition
-Absorption of minority group to the dominant group
-Loss of distinctive customs and cultural values |
|
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Term
| Ainsworth Stranger Situation |
|
Definition
-Avoidant
-Secure
-Resistant
-Detached Style |
|
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Term
| T/F - Deaf children of both hearing impaired and hearing parents show a normal pattern of early language |
|
Definition
| True!! Some studies demonstrate that the biological predisposition for language operates at a very general level, not requiring hearing or vocalization abilities |
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Term
| What is social referencing? |
|
Definition
| When a child looks to the caregiver for approval/non-approval of behavior |
|
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Term
| Does physical development drive the bus? |
|
Definition
Yes! Physical development the vehicle to behavior.
-impacts cognitive, social and emotional development |
|
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Term
| T/F Infants heads are 1/3 of their body. |
|
Definition
True.
Adults heads are approximately 1/8 of their bodies |
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Term
| Physical development for a 1-4 month old |
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Definition
| Support from Caregiver is essential in this period (cradling, lifting and carrying) |
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Term
| Physical development for a 5-9 month old |
|
Definition
| Sitting!! holds up head, turns to the side, Pulling, pressing, tapping, banging |
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Term
| Physical development for a 10-15 month old |
|
Definition
Walking! independent standing upright but require more balance
-Most use objects to help them |
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Term
| Physical development for 15+ month old |
|
Definition
-Pick up objects then stand upright again
-Climbing sofas or chairs
-Objects are moved in a purposeful direct |
|
|
Term
| Held an Hein (Kitten) experiment |
|
Definition
Kittens in the dark, one is aloud movement the other is restricted from moving limbs.
-same visual experience
-significant differences in cortical development and cognitive abilities (depth perception)
-Results: movement has an effect on brain development |
|
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Term
|
Definition
| involves the mouth. if you touch the cheek of an infant their head turns and mouth opens |
|
|
Term
| How do you activate the biting reflex? |
|
Definition
|
|
Term
|
Definition
| extending the arms outward when support of the head or body are suddenly removed |
|
|
Term
|
Definition
| opening of the mouth and flexion of the arms in response to stimulation of the palms |
|
|
Term
| T/F Reflexes are not really reflexes |
|
Definition
True!
-A baby will root toward someone else’s hand or a bottle on its cheek, but not its own hand |
|
|
Term
| T/F Reflexes can reappear months after they have dissipated |
|
Definition
True
Reflexes can reappear |
|
|
Term
| Name the two basic patterns of physical growth |
|
Definition
-Cephalocaudal pattern
-Proximodistal pattern |
|
|
Term
| Describe the Cephalocaudal pattern of physical growth |
|
Definition
-growth that proceeds from the head downwards... (head grows first)
-It is also the trend of infants learning to use their upper limbs before their lower limbs |
|
|
Term
| Describe the Proximodistal pattern of physical growth |
|
Definition
| the prenatal growth from 5 months to birth when the fetus grows from the inside of the body outwards. When referring to motor development, the proximodistal trend refers to the development of motor skills from the center of the body outwards. |
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Term
| Name 3 periods of Prenatal Development |
|
Definition
-Germinal (starts within 24hrs, lasts 2 weeks)
-Embryonic (3-8 weeks)
-Fetal (8 weeks to birth) |
|
|
Term
| Describe the Germinal period of prenatal development |
|
Definition
-Starts within 24 hours of ovulation
-lasts 2 weeks long
-covers the time of conception to the implantation of the embryo in the uterus
-Includes Zygote |
|
|
Term
| Describe the Embryonic period of prenatal development |
|
Definition
-3 to 8 weeks
-Now cells are dividing into three distinct cell layers
1)Ectoderm
2)Endoderm
3)Mesoderm |
|
|
Term
| Describe the Fetal period of prenatal development |
|
Definition
-8 weeks to birth
-->13 to 16 weeks heartbeat can be heard
-Big brain development |
|
|
Term
| Describe process of Zygote |
|
Definition
After a female egg is fertilized, the resulting one-celled organism becomes known as a zygote then the zygote begins a two-week period of rapid cell division and will eventually become an embryo
-Happens during the Germinal prenatal period |
|
|
Term
| Name three distinct cell layers which develop during the Embryonic period of prenatal growth |
|
Definition
1)Ectoderm
2)Endoderm
3)Mesoderm |
|
|
Term
| What is produced from Ectoderm cells during the Embryonic period of prenatal growth? |
|
Definition
| skin, sense organs, brain and spinal cord are all born out of the ectoderm |
|
|
Term
| What is produced from Endoderm cells during the Embryonic period of prenatal growth? |
|
Definition
| Endo (inside, soft tissue) liver, gut, digestive system, and respiratory system |
|
|
Term
| What is produced from Mesoderm cells during the Embryonic period of prenatal growth? |
|
Definition
| muscles, blood, circulatory system |
|
|
Term
| What does the phrase "ontogeny recapitulates phylogeny" mean? |
|
Definition
| That as an embryo of an advanced organism grows, it will pass through stages that look very much like the adult phase of less-advanced organisms |
|
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Term
| Teratogens cause defects in development. Name some variables that impact their effects |
|
Definition
-Critical period
-Dosage and duration
-Genetic makeup of fetus
-Genetic makeup of mother
-Environment |
|
|
Term
|
Definition
| A teratogen is an agent, which can cause a birth defect |
|
|
Term
|
Definition
-Drugs
-Diseases
-Environmental hazards
-RH incompatibility
*Maternal Age may also affect a developing fetus |
|
|
Term
|
Definition
3 or more drinks a day Fetal alcohol syndrome FAS
-Babies are smaller, eyes are lower, deficiently smaller brains, mental retardation, higher risk for learning problems, adhd
-Alcohol is the worst teratogen (The single greatest cause of mental retardation in the United States) |
|
|
Term
|
Definition
a disease that results from infection with the Toxoplasma gondii parasite. This organism is one of the world's most common parasites
-Cat feces carries it,(90% of cats in US have this)
-Raw meat has it
-Brain damage to fetus or worse death |
|
|
Term
| Explain how RH factor can act as a Teratogen |
|
Definition
-Blood types: RH positive/RH negative
-If mother RH- and father RH + have opposites (RH incompatible)
-Moms body will attack the growing organism
-Death usually occurs |
|
|
Term
| Explain how Maternal Age can act as a Teratogen |
|
Definition
-Maternal age
-Over 35 and under 20 greater risk for spina bifida (In latin: Split Spine) |
|
|
Term
|
Definition
| a procedure in which amniotic fluid is removed from the uterus for testing or treatment. This can provide important information about the health of the baby (down syndrome and spina bifida detection) |
|
|
Term
| When is the critical period of time in which the Central Nervous system and the heart of a fetus vulnerable to teratogens? |
|
Definition
|
|
Term
| When is the critical period of time in which the arms, legs and eyes of a fetus vulnerable to teratogens? |
|
Definition
|
|
Term
| When is the critical period of time in which the teeth, palate and external genitalia of a fetus vulnerable to teratogens? |
|
Definition
| 7-12 weeks (later in development) |
|
|
Term
| When is the critical period of time in which the EARS of a fetus vulnerable to teratogens? |
|
Definition
| 4-12 weeks (largest time of vulnerability is for the ears) |
|
|
Term
| When is the critical period of time in which the Brain of a fetus vulnerable to teratogens? |
|
Definition
-Throughout pregnancy
-It's the most vulnerable organ
-After 16 weeks, it’s the only vulnerable area, the only part of the body that can have problems developmentally HOWEVER this will not be morphological problems, rather the brain is present and has functioning problems |
|
|
Term
| What is the only vulnerable area to teratogens after 16 weeks of prenatal development? |
|
Definition
| The brain, its the most vulnerable organ throughout pregnancy and childhood |
|
|
Term
|
Definition
| first female menstruation |
|
|
Term
|
Definition
|
|
Term
| T/F “The timing of puberty is important to how the adolescent responds to it." |
|
Definition
| True. Earlier is better for boys and later is better for girls |
|
|
Term
| When does adult physical decline begin? |
|
Definition
|
|
Term
| Name some areas of physical decline in adult development |
|
Definition
-Visual
-Hearing
-Strength/flexibility
-Sleep |
|
|
Term
| When is Middle Adulthood? |
|
Definition
|
|
Term
| Name two developmental changes which mark middle adulthood |
|
Definition
|
|
Term
| What is the maximum estimated lifespan? |
|
Definition
Approximately 120 years (122 64 days oldest person?)
-Beyond that may be impossible without medical/technological assistance |
|
|
Term
|
Definition
-He was an Interactionalist (believed the person and the environment both contributed to dev.)
-Basic Cognitive processes (assimilation, accommodation)
-Schemas |
|
|
Term
| Name Piaget's (deemed)two biological antecedents of cognitive development: |
|
Definition
1. Specific heredity
2. General Heredity |
|
|
Term
| Name Piaget's 4 Stages of Development (with age ranges) |
|
Definition
-Sensorimotor Stage–(birth to 2yrs)
-Preoperational–(2 to 7 yrs.)
-Concrete operations–(7 to 12)
-Formal operations–(13 to adulthood)
(then there is Post-formal thought) |
|
|
Term
| What is a stage theory of development? |
|
Definition
| A fixed set of steps/stages which have to be taken in order.(Timing can be different but everyone goes through them in the same fixed order) |
|
|
Term
| Piaget determined that coherent logical systems underlie kids thinking which is different from the systems used by ______. |
|
Definition
|
|
Term
| Piaget’s definition of intelligence: |
|
Definition
| a form of biological adaptation to the environment |
|
|
Term
| Piaget's Assimilation concept |
|
Definition
The process of fitting info from NEW experiences into EXISTING concepts.
"Assemble the new book in the old bookshelf"
-Piaget viewed “play” as a form of assimilation
-when children don’t change much they assimilate |
|
|
Term
| Piaget's Accommodation concept |
|
Definition
The process of changing existing knowledge structures to account for new information.
"Accommodate the new book by getting a new Bookshelf" |
|
|
Term
| Name two forms of Piagets Specific heredity |
|
Definition
1. Reflex/Automatic behavioral action (Presence of stimulus activates the mechanism which in turn creates the reflex)
2. Physical maturation-when a species follows a genetically determined course for the growth of physical structures |
|
|
Term
| Name two basic inherited tendencies of Piagets General Heredity |
|
Definition
1. Organization (a tendency toward generalization, tendency toward combining representations into a higher order, integrated scheme)
2. Adaptation (two sub-processes: Assimilation and Accommodation) |
|
|
Term
| What is Piaget referring by "Schemes" |
|
Definition
A set of rules and basic cognitive processes.
-Some schemes innate, others based on environment
(Schemes change as child matures) |
|
|
Term
| Name the 6 sub stages of Piagets sensorimotor stage. |
|
Definition
1. Reflexive Schemes (0-2 months)
2. Primary Circular Reactions(2-4 mo)
3. Secondary circular Reactions(4-8 mo)
4. Coordination of secondary circular reactions (8-12 mo)
5. Tertiary (TER-shee-ary)Circular Reactions (12-18 mo)
6. Mental Representation (18-24 mo) |
|
|
Term
| Describe the Reflexive Scheme (1st substange of Piagets Sensorimotor Stage) |
|
Definition
(Birth to 1 month)
-Reflexes with which babies are born |
|
|
Term
| Describe the Primary Circular Reactions (2nd substange of Piagets Sensorimotor Stage) |
|
Definition
(1-4 months)
-Primary: centered on the self, focused on the body.
-Lots and lots of repetition (infancy is repetition)
-Attempt to reproduce a pleasurable event
-Ability to gain simple motor control
-Anticipation, play and imitation first appear!!! |
|
|
Term
| Describe the Secondary Circular Reactions (3rd substange of Piagets Sensorimotor Stage) |
|
Definition
(4-8 months)
-Attention away from self and towards environment
-Diverse motor skills, manipulate objects, sit up, crawl, shake rattle, bang spoon, vocalizations (to evoke attention from objects or others) |
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Term
| Describe the Coordination of Circular Reactions Scheme (4th substange of Piagets Sensorimotor Stage) |
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Definition
(8-12 months)
-become more skilled at goal-directed behavior
-OBJECT PERMANENCE (we now know mommy is gone) drop a spoon-did child look at ground?
-Limitation: “A not B error” |
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Term
| Describe the Tertiary Scheme (5th substange of Piagets Sensorimotor Stage) |
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Definition
(12-18 months)
-Now have true interest in surroundings
-Overcome the “A not B” error!!!!
-BUT they have problems with Invisible Displacement |
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Term
| Describe the Mental Representation Scheme (6th substange of Piagets Sensorimotor Stage) |
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Definition
(18-24 months)
-Beginning of thought
-Beginning of Pretend Play!!
-Less Trial and Error - More trying to thinking about things
-Ability for deferred imitations- ability to repeat bx of a model who is no longer present |
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Term
| Describe the cognitive limitation called “A not B error” |
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Definition
Looking for the object in the last place it was seen
Ex: Hide the toy twice, child looks in first place it was hidden
(Tendency to make this error increases with more time from when it was hid) |
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Term
| What is Object Permanence? |
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Definition
-Objects continue to exist even though out of sight
Ex: If you drop a spoon on the ground does the child look at the ground |
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Term
| What is Invisible Displacement? |
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Definition
Tracking the placement of invisible objects
Ex: bouncy ball under one of two red cups, cups are switched, underneath which cup is the bouncy ball.. |
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Term
| Describe Piaget's Sensorimotor stage |
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Definition
0-2 years - children in sensorimotor learn to interact physically with the world
-Dealing with Object Permanence!
-6 substages |
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Term
| Describe Piaget's Pre-Operational stage |
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Definition
2-7 years - children learn to represent states mentally
-still egocentric (everyone’s thoughts feelings experiences same as theirs Ex: here mommy, here is a doll for you!)
Cognitive limitation
1. Cannot focus on more than one aspect of a thing at a time (Either stars or the colors of the stars)
2. Perceptual salience – appearance is everything (All long beards are Santa Clause)
3. Transformation is not understood (a caterpillar is not a butterfly)
4. Conservation is not understood (two half cookies are better than one) |
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Term
| Describe Piaget's Concrete Operational stage |
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Definition
7-11 years - Concrete operational learn to manipulate their mental representations internally
-Now capable of mental operations (counting mentally rather than physically)
-Can Solve Conservation tasks! (which weighs more: 1lb/feathers or 1lb/bricks)
-no longer egocentric, recognize feelings and experiences differ between people
-Reasoning more flexible, logical, organized, thus more powerful
Limitation: NO ABSTRACT THINKING YET! |
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Term
| Describe Piaget's Formal Operational stage |
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Definition
11-onward - Children can now think abstractly!
-Imaginary Audience
-Hypothetical Deductive Reasoning
-Propositional thought
-Personal Fable (believe they are the only ones who experience this or feel that) |
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Term
| What is Perceptual salience? |
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Definition
A cognitive limitation for children ages 2-7 where appearance is everything
-all men with white beards are Santa |
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Term
| Name the cognitive limitations of Piaget's Pre-Operational stage (2-7) |
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Definition
1. Cannot focus on more than one aspect of a thing at a time (Either stars or the colors of the stars)
2. Perceptual salience – appearance is everything (All long beards are Santa Clause)
3. Transformation is not understood (a caterpillar is not a butterfly)
4. Conservation is not understood (two half cookies are better than one) |
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Term
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Definition
| consider the ways in which cultures organize children's experiences (classrooms) to enhance and perhaps modify the knowledge endowed by evolution |
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Term
| What are the 3 components of Sternbergs Triarchic theory of successful intelligence |
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Definition
-Compentational Intelligence
-Experiential Intelligence (also known as practical intelligence)
-Contextual intelligence |
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Term
| Name Schaie's 5 stages theory of intelligence |
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Definition
Acquisition
Achievement
Responsibility stage (middle adulthood)
Executive Stage (older adulthood)
Reintegration Stage |
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Term
| Is reinforcement is necessary for language development? |
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Definition
| Yes, Reinforcement is necessary for language development! |
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Term
| Is exposure alone enough for the acquisition of language? |
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Definition
| No, exposure alone is not enough |
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Term
| By ___ months old a baby starts reflecting their cultures language |
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Definition
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Term
| Early words & vocabulary emerge around what age? |
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Definition
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Term
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Definition
–one word utterances, usually nouns, Depends upon context to understand what the child is saying
(Ex: “Milk” Could mean multiple things I spilled mild, I want milk) |
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Term
| Name the six dimension of abilities which make language possible |
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Definition
audition
articulation
words
grammar
communication
literacy |
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Term
| Well before ____ months, deaf babies lose their interest in vocal babbling |
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Definition
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Term
| Overextensions in language? |
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Definition
| (overgeneralizing) all men are daddies |
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Term
| Underextensions in language? |
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Definition
| dergeneralizing) only our dog is a doggie |
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Term
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Definition
| city buses vs school buses (small buses are cars) |
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Term
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Definition
when a new word is learned and the child misuses it.
(Ex: pink is used to describe red) |
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Term
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Definition
-Speech without conjunctions and articles
-Reflect the grammar of the language spoken
-Functional language, purposeful
(Ex: where mommy? Where go?) |
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Term
| Between which age range do children begin to make mistakes in language? |
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Definition
2.5-5 years old!
this is because they begin using language in a sophisticated way
(goed for past tense of go, applying snyntax) |
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Term
| What is Linguistic Relativity and who was the theorist |
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Definition
Worf
Theory argues: Language determines thought, Language allows expressed thinking but also responsible for determining those thoughts
(there is evidence against this theory, Helen Keller) |
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Term
| Does language affect cognition? (Pyles) |
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Definition
Yes!
Find the object Study (Pyles)
3 conditions:
-Name + familiar form
-Name + unfamiliar form
-No name + unfamiliar form
Results: Naming familiar objects was much more familiar
Language does effect cognition |
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Term
| Does Language affect cognition? (Burner and Kenny) |
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Definition
Yes!! cognition and language move in tandem, mutually influence each other
Test of transformation Study
3 x 3 tray of nine glasses
(3 categories of language use)
-children’s language use associated with success |
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Term
| what are the 3 categories of language found in Bruner and Kenny's 3 x 3 tray of nine glasses study? |
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Definition
Global- Used by youngest,(Big, little glass)
Dimensional- Used by older (Wider, but shorter glass)
Confounded- Mixing dimensional with global (“That one is little, that one is tall”) |
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Term
| what is the “Language acquisition device” in the brain? |
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Definition
A neurological structure in the brain of humans Chomsky
(Need to interact, Biology or Language Acquisition Device neurological alone will not allow kids to learn language) |
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