Term
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Definition
| Piaget's idea that when a child is in a particular stage, the child uses that specific mentality/level for all the things they do. |
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Term
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Definition
| Knowledge develops according to these-- they are mental structures that organize experiences. |
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Term
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Definition
| Child has new experience which is easily incorporated into an existing scheme |
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Term
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Definition
| When a new experience cannot be easily incorporated into a previous scheme so the scheme must be modified to fit the new experience |
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Term
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Definition
Birth to 2 Years
All schemes related to sensory-motor experiences e.g. sucking, reaching and grasping, locomoting, etc. |
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Term
| Substage 1 of Sensorimotor Stage |
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Definition
Birth to 1 month
Reflexes, which are the building blocks of cognitive development |
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Term
| Substage 2 of Sensorimotor Stage |
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Definition
1-4 Months
Larger behaviors, primary circular reactions-- larger behaviors allow for more cognitive experiences with the world. Actions are focused on the baby's own body as opposed to interacting with objects in the world |
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Term
| Primary Circular Reactions |
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Definition
In substage 2
When a baby does something by chance that is pleasing, and they repeat that action. These actions are focused on the baby's own body as opposed to interacting with objects in the world |
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Term
| Substage 3 of Sensorimotor Stage |
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Definition
4-8 Months
Secondary circular reactions and object permanence develop |
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Term
| Secondary Circular Reactions |
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Definition
Substage 3
When baby does something by chance that is pleasing and then repeat the action-- more interaction with the outside world. |
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Definition
Substage 3
The understanding that objects exist independently, that even if they can't see it, it's still there/still exists. |
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Term
| Substage 4 of Sensorimotor Stage |
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Definition
8-12 Months
Tertiary circular reactions, in which babies repeat old schemes with novel reactions. A-not-b error |
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Term
| Tertiary Circular Reactions |
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Definition
Substage 4
Babies repeat old schemes with novel reactions |
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Term
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Definition
Substage 4
If you put 2 wells in fron of a baby and put a toy in well A and then cover both wells, babies will take cover off of A. Repeat for a few trials. Next, you put object in well B so baby can see. Cover both wells and baby makes A-not-B error and looks in the A well. |
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Term
| Substage 5 of Sensorimotor stage |
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Definition
12-18 months
Experimentation, circular reactions are in full swing now-- baby is trying to see what's happening in lots of different situations. |
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Term
| Substage 6 of Sensorimotor stage |
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Definition
| 18-24 months Symbolic representation, sensorimotor schemes are not useful anymore. Interplay between motor and cognitive development. At the end of this stage, we start to see children being able to represent information symbolically. e.g. they can wave "bye" and have gestures that convey meaning. They also have deferred imitation-- the notion of having a mental representation that can be held over a period of time. Language is also starting to develop |
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Term
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Definition
Substage 6
Mental representations can be held over a period of time. e.g. having watched a friend have a temper tantrum, girl can mimic the behavior a day later. |
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Definition
2-7 Years
Use of symbols, imaginative play, egocentrism, centration, conservation, animism, issues with appearance vs. reality. No understanding of concrete operations like identity, reversibility, and compensation. Can't grasp cause and effect or use symbols effectively. |
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Term
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Definition
Preoperational Stage
A preoperational child's thought is egocentric; they cannot think of things from someone else's viewpoint. |
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Definition
Pre-operational
The young preopreational child has focused attention on one salient feature of the problem, at the exclusion of other features. Children also focus on static aspects of issues, not transformations. |
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Term
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Definition
Pre-operational
Children in the preoperational stage do not have the ability to understand that an object stays the same even if its appearance is changed. True across number, liquid quantity, length, area, and mass (Broad Applicability) |
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Term
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Definition
| Children think that inanimate objects are animate because of egocentricity. |
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Term
| Concrete Operational Stage |
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Definition
7.5 to 11/12 Years
Use logic and mental operations. Learn notion of reversibility. Have operational schemas tied to the real world. Not goo at abstractly thinking about things or speculating about things. |
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Term
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Definition
Adolescence On...
Abstract thinking, ability to hypothetically speculate, reason deductively (with syllogisms, even counterfactual ones) |
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Term
| Strengths of Piaget's Theory |
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Definition
--Piaget founded the field of cognitive development
--Had solid empirically based theories and methodology, based on observationism and an emphasis on errors. His findings stimulated much research.
--Emphasized children as "active children--" active participants in their life/learning. This has influenced both parents and educators, who set up environments for children differently. |
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Term
| Criticisms of Piaget's Theory |
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Definition
--underestimated infants and younger preoperational children
--overestimated adolescence and adults
--Overemphasized "consistency" in thinking
--Underemphasized the role of training (training children to think in a certain way)
--his concepts are too vague-- he talked about assimilation and accommodation but those are too vague about cognitive mechanisms
--De-emphasized the role of social and cultural environment. |
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Term
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Definition
in the 70s, Pascual, Leone, Case, Halford
Retained some of Piaget's ideas but changed some fundamentally.
--Still okay with qualitative stages of cognitive development
--Different areas of cognition, however, develop at different rates.
--Stressed importance of working memory capacity and efficiency. |
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Term
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Definition
Argue for the "active" child. Emphasize how sophistication of thinking is important through evolutionary history-- human infants come into the world with innate knowledge systems which are based upon what has been important for us as humans throughout our evolutionary history.
--modular approach to history-- we have innate special-purpose knowledge systems:
biological knowledge
physical knowledge
psychological knowledge (theory of mind)
Numerical knowledge
Linguistic knowledge |
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Term
| Vygotsky's Sociocultural Perspective |
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Definition
| Development is continuous. Children are social beings-- you cannot explain cognitive development without taking in the social context in which the development occurs. Culture provides tools and defines cognitive activities. Naive individual and knowledgable adult's social exchange promotes cognitive development. This varies in different cultures. Terms: Zone of proximal development, scaffolding, and private speech |
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Term
| Zone of Proximal Development |
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Definition
Vygotsky's Perspective
Difference between what a child can do independently vs what they can do with help. Learning occurs in this zone. |
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Definition
Vygotsky's Perspective
Helpful instruction that is provided for child. Modulated by how child is learning. This is how cognitive development occurs best. There are cultural differences in how this takes place. |
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Definition
Vygotsky's Perspective
With children, at first, other people guide children's behavior. But as they get older, their own thoughts start to guide their behavior, and these thoughts are known as inner speech. Children talk out loud to guide their behavior. over time, this speech becomes internal and is no longer said out loud (this is a cognitive transition) |
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Term
| Information Processing Approach |
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Definition
| Compares thinking to computation. Cites general processing speed/automacity, capacity of working memory, changes in executive functions and inhibitory processes, and growth of strategies as a source of developmental differences. |
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Term
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Definition
| Our inability to remember things before age 2 or 3. First memories formed are autobiographical. |
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Term
| Suggestions on how to interrogate children such that they will not get confused/unintentionally falsify responses |
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Definition
--Ask open-ended questions
--Warn children ahead of time that they will be an eyewitness and sometimes people may ask them about things that didn't happen, and that it's okay to say "I don't know" or "I don't remember"
--Present them with alternative hypotheses.
--Avoid repeated suggestions and repeating the same question. |
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Term
| Principles the Underlie Counting: One to one mapping |
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Definition
| Each item is a number. if you give a child 5 objects, they point to each and say a different number. |
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Term
| Principles the Underlie Counting: stable order |
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Definition
| Numbers stay in the same order from one counting episode to the next. |
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Term
| Principles the Underlie Counting: Item Indifference |
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Definition
| Each item is a different number. If you have 4 penguins and one candle, kids don't say 1,2,3, candle, 4 |
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Term
| Principles the Underlie Counting: Cardinality Principle |
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Definition
| The last item that they count refers to the total number of items you present. |
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Term
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Definition
| Children's awareness of how letters are associated with particular sounds. Mapping of letters with sounds. Predictive of reading ability. Often, children with reading disabilities such as dyslexia, have issues with this. |
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Term
| Phonics approach to teaching reading |
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Definition
| Alphabetic principle: children learn their letters and how they sound. Thus, reading is decoding-- sounding things out, bottom up, making words. |
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Term
| Whole language approach to teaching reading |
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Definition
| We don't explicitly teach language to children, it just sort of happens. So reading is just an extension of natural language and thus we don't need to teach phonics to kids. Emphasis on sight reading, top-down. Reading is a phonological guessing game |
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Term
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Definition
| Tested intelligence based on speed (the only one of his dimensions we still use,) muscular strength, head size, and detection of difference (e.g. with weights). Believed in the heritability of intelligence |
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Term
| Spearman's 1904 Theory of Intelligence |
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Definition
| Intelligence is measured on a spectrum with one feature-- "g" or generalized intelligence |
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Term
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Definition
| Believed in Specific Intellectual Abilities-- 7 different areas of intelligence that are independent of each other. Verbal comprehension, number, spatial relations, perceptual speed, word fluency, inductive reasoning, memory |
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Term
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Definition
Believed in Hierarchical Intellectual Abilities
Included crystallized and fluid intelligence as well as several other ones, organized hierarchically |
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Term
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Definition
Concept of a mental age
--came up with tests to measure school success |
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Term
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Definition
| Adapted Simon and Binet's Test and made Stanford Binet test. Concept of intelligence quotient -- IQ = (mental age รท chronological age) x 100 |
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Term
Wechsler Adult Intelligence Scale
Wchsler Intelligence Scale for Children |
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Definition
Used to measure intelligence. Subscales:
--Verbal: information (factual knowledge of world) and comprehension (judgement and common sense) and similarities (how are words related) and digit span.
--Performance: picture arrangement (place pictures in order), and picture completion (identify missing part from picture) and block design (make pattern with blocks as shown in puzzle) |
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Term
| Sternberg's 1997 Triarchic Theory |
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Definition
Three Parts:
Practical/Contextual: Adapting successfully to environment
Creative/Experiential: Applying knowledge in novel situations, automating performance in familiar situations
Analytic/Componential: selecting and organizing basic cognitive processes. |
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Term
| Gardner's Multiple Intelligences |
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Definition
Linguistic
Logical Mathematical
Spatial
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Musical
Bodily Kinesthetic
Interpersonal
Intrapersonal
Naturalistic |
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Term
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Definition
| elementary vowel/consonant sounds. All languages are made up of a finite number of phonemes. e.g. dog has three-- d, aw, and g. |
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Term
| How do infants perceive words? |
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Definition
| They're sensitive to stresses, repeated co-occurring patterns, and motherese, in which all of this is exaggerated. |
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Term
| Speech Production: Stage 1 |
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Definition
Until 2 months
Reflexive vocalization: specific cries for specific purposes |
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Term
| Speech Production: Stage 2 |
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Definition
2 months
Cooing, first social smile, when infants coo, parents coo back, which sets up reciprocity of language |
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Term
| Speech Production: Stage 3 |
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Definition
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Term
| Speech Production: Stage 4 |
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Definition
| 6-10 Months-- reduplicated babbling |
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Term
| Speech production: Stage 5 |
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Definition
10-14 months
not reduplicated babbling-- different syllables are combined. Sounds language-like because of tempo and change in intonation. |
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Term
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Definition
by first birthday. Usually single syllable/extensions of babbling.
By 18 months-- 15-20 words
By 2 years-- a few hundred words
By 5 years-- 10,000 words |
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Term
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Definition
The explosion of vocabulary in first years of life. Because of joint attention-- when people teach words, they point to things/look at things.
Babies also know social/pragmatic cues like smiling mean things with respect to words, also they know that names of things refer to the entire object and if there's something in a sentence they don't know, they attach it to an unknown object. |
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Term
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Definition
Naming error that occurs between 1-3 years.
Only using a word to refer to one particular object and not all objects. e.g. using car just to refer to family car |
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Term
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Definition
Naming error that occurs between 1-3 years.
Use a word to refer to something that's not specific enough, e.g. using zebra for horse. More common than underextension. |
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Term
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Definition
Starts at 18-24 months with telegraphic speech, which is made up of two-word utterances.
By 2.5 years, sentences become more complex-- children learning "rules" |
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Term
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Definition
Occurs around 3 years of age
Exceptions or irregular words trip kids up-- say things like goed instead of went or foots instead of feet.
Often, prior to this, children use the correct term. They then start using overgeneralizations because they're learning rules. And finally they figure everything out! |
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Term
| Skinner's Theory of How Children Learn Language |
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Definition
Learned through reinforcement and imitation.
Support: parents reinforce languages
Opposition: the ease and rapidity that language is learned, children's learning of the sytax of language without being explicitly taught it, and staging-- the way children learn language is "universal" across cultures and languages.
Also, children produce more than they hear-- they say sentences that they've never heard before (creativity)
Lastly, language is not a direct imitation of adult speech-- children make over and underextension errors. |
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Term
| Noam Chomsky's Theory of How Children Learn Language |
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Definition
Language Acquisition Device-- LAD is a mechanism in the brain that guides language learning. It's a structure we're born with.
Support: there are brain areas dedicated to language, only humans readily learn grammar, and there is a critical period for learning language |
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Term
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Definition
| There is a window of opportunity for learning language form birth to adolescence and if you aren't exposed to language by this point, you'll never learn it. This is supposedly tied to hemispheric laterality, which becomes fully developed by adolescence. Support for this comes from case of Genie. |
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