Human Development
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| Chapter 5 | show 🗑
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| What are the six approaches to the study of cognitive development? | show 🗑
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| approach to the study of cognitive development is concerned with the basic mechanics of learning | show 🗑
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| show | psychometric approach
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| show | Piagetian approach
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| show | information processing approach
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| approach to the study of cognitive development that links brain processes with cognitive ones | show 🗑
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| show | social contextual approach
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| studies the basic mechanics of learning, how behavior changes in response to experience | show 🗑
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| measures quantitative differences in abilities and intelligence by using tests to indicate or predict skills | show 🗑
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| show | Piagetian approach.
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| focuses on perception, learning, memory, problem-solving, discover how children process information from time encountered until use it | show 🗑
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| show | cognitive neuroscience approach.
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| examines effects of environment on learning, particularly of parents and caregivers | show 🗑
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| How do infants learn? | show 🗑
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| show | Infants age 2 to 6 months could remember for up to 2 weeks, the older the child, the longer they remember.
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| show | Classical conditioning and operant conditioning
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| What learning process do information processing researchers study? | show 🗑
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| learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response | show 🗑
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| show | operant conditioning
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| classically conditioned learning will _ if it is not reinforced by repeated association. | show 🗑
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| contrast classical conditioning and operant conditioning. | show 🗑
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| show | infantile amnesia.
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| What are several proposed explanations to infantile amnesia? | show 🗑
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| show | If periodically reminded of the situation in which they learned it.
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| What does research using operant conditioning suggest? | show 🗑
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| show | The original cue
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| show | Familiar
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| What are the 6 important approaches to the study of cognitive development? What are their goals? | show 🗑
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| show | Babies can remember for up to 2 weeks depending on their age
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| Give an example of classical and operant conditioning. | show 🗑
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| show | intelligent behavior
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| psychometric tests that seek to measure intelligence by comparing a test takers performance with standardized norms | show 🗑
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| show | With developmental tests and the Bayley scales of infant and toddler development
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| show | Brain stimulation
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| What are 2 aims of intelligent behavior? | show 🗑
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| show | Adjusting to circumstances and conditions of life.
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| show | Enables people to acquire, remember, use knowledge; understand concepts and relationships; solve everyday problems.
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| show | Measure quantitatively the factors that are thought to make up intelligence and form results to predict future performance.
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| What are you able to do with intelligence? | show 🗑
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| show | Cannot tell us what they think or know, may not feel like doing the task.
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| psychometric tests that compare a babies performance on a series of tasks with standardized norms for particular age | show 🗑
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| standardized test of infants and toddlers mental and motor development | show 🗑
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| Even though it is impossible to test an infant's intelligence, what can be measured? | show 🗑
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| compare a baby’s performance on a series of tasks with norms of same age group | show 🗑
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| show | Bayley scales of infant and toddler development.
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| What do scores on the daily scales of infant and toddler development tests indicate? | show 🗑
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| show | Cognitive, language, motor, social emotional, adaptive.
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| separate scores calculated for each scale of the 5 developmental categories | show 🗑
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| What are developmental quotients most useful for? | show 🗑
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| What is intelligence influenced by? | show 🗑
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| show | Brain stimulation
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| show | Home observation for the measurement of the environment (HOME)
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| trained observers interview the primary caregiver and rate on a yes or no checklist the intellectual stimulation and support observed in a child home. | show 🗑
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| _ scores are significantly correlated with measures of cognitive development. | show 🗑
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| show | Parental responsiveness.
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| A longitudinal study found a _ correlation between parents responsiveness to 6 month olds and children's IQ. | show 🗑
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| show | Parental responsiveness, number of books in the home, presence of playthings that encourages development, parents involvement in child's play.
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| What are the 7 aspects of a early home environment then enable cognitive and psychosocial development and help prepare children for school? | show 🗑
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| show | Sensory stimulation, learning, respond to baby, explore, talk, learn skills, applaud, read, punish sparingly.
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| systematic process of providing services to help families meet young children's developmental needs | show 🗑
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| show | North Carolina experiment for babies from at risk homes, experiment group enrolled in partners for learning did better on IQ test than control group.
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| show | Start early, continue to preschool; highly time intensive; direct educational experiences, not just parental training; include health and family counseling and social services; tailored to individual differences in needs.
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| With the 2 North Carolina projects, what was the long-term affect? | show 🗑
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| show | Compare baby’s numbers with norm to ensure normal development.
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| show | Exploration, mentor, celebrate development, guidance and practicing skills, protection from disapproval, communicating, guiding and limiting behavior.
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| show | Help slow or at risk children develop fully, long-term better and education, no drugs/smoking.
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| show | Sensorimotor system
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| Piaget's 1st staging cognitive development, in which infants learn through senses and motor activity | show 🗑
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| The 1st of Piaget's 4 stages of cognitive development is the _ stage. | show 🗑
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| show | Infants learn about themselves and their world through the developing sensory and motor activity, response changes from reflexes to goal oriented.
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| show | schemes.
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| Piaget's term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance. | show 🗑
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| show | 1) use of reflexes, 2) primary circular reactions, 3) secondary circular reactions, 4) coordination of secondary schemes, 5) tertiary circular reactions, 6) mental combinations
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| Describe Piaget's 1st sensorimotor stage of cognitive development: use of reflexes. | show 🗑
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| show | Repeat pleasurable behavior, activity focuses on infants by a, make 1st acquired adaptation, suck different objects differently, coordinate sensory information and grasp objects
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| show | Infant interested in environment, repeat actions that bring interesting results, actions are in tension all but not initially goal directed
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| show | Behavioral more intentional, used previously learned behavior to attain goal, anticipate events
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| Describe Piaget's 5th sensorimotor stage of cognitive development: tertiary circular reactions. | show 🗑
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| show | Mentally represent events, symbolic thought without resorting to action, demonstrate insight, use symbols, gestures, words, pretend.
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| What stage of Piaget's sensorimotor stage of cognitive development does this symbolize: baby sucks on mother's breast? | show 🗑
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| show | Stage 2, primary circular reactions.
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| What stage of Piaget's sensorimotor stage of cognitive development does this symbolize: baby pushes dry cereal off high chair and watches it fall to the floor? | show 🗑
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| What stage of Piaget's sensorimotor stage of cognitive development does this symbolize: baby pushes button on musical nursery rhyme book, pushes this button over and over instead of choosing other buttons for other songs? | show 🗑
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| What stage of Piaget's sensorimotor stage of cognitive development does this symbolize: baby learns how to fit his book into his crib by maneuvering it between the bars? | show 🗑
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| show | Stage 6, mental combinations.
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| In the _ substage, neonates begin to exercise some control over their inborn reflexes, engaging in behavior even when its normal stimulus is not present. | show 🗑
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| In the _ substage, babies learn to repeat purposely a pleasant bodily sensation 1st achieved by chance, turn towards sounds and show ability to coordinate different kinds of sensory information to. | show 🗑
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| show | 3rd substage.
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| show | 4th substage.
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| show | 4th substage.
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| In the _ substage, babies will vary an action to get a similar result, show originality and problem solving, use trial and error to attain a goal. | show 🗑
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| show | 6th substage.
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| show | 6th substage.
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| show | Abilities to think and remember, develop knowledge about the physical world.
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| show | Imitation, object permanence, symbolic development, categorization, causality, number
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| show | invisible imitation.
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| imitation with parts of one's body that one can see | show 🗑
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| show | deferred imitation.
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| research method in which infants or toddlers are induced to imitate a specific series of actions they have seen but not necessarily done before. | show 🗑
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| the ability to understand the goals, actions, feelings of others | show 🗑
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| show | Toward the end of the 1st year as babies try out new skills.
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| show | May serve evolutionary purpose of communication with a caregiver.
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| show | Babies as young as 6 weeks have imitated an adults facial movements after 24-hour delay.
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| show | 9 months, 12 to 24 months
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| What 4 factors seem to determine a young child's long-term recall? | show 🗑
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| The ability to _ and to _ may be an early evolved mechanism for avoidance of predators. | show 🗑
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| show | Object concept.
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| show | Object concept.
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| Piaget's term for the understanding that a person or object still exists on out of sight. | show 🗑
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| show | Object permanence.
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| show | A game of peekaboo.
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| show | About 4 to 8 months, baby will look for something they have dropped, cannot see it, act as if it no longer exists.
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| Explain the 2nd stage of object permanence. | show 🗑
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| show | About 12 to 18 months, will search for an object in the last place they saw it hidden, will not search where they have not seen it hidden.
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| show | 18 to 24 months, toddlers will look for an object even if they have not seen it hidden.
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| Explain Thelen’s dynamic systems theory in relation to object permanence. | show 🗑
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| Is peekaboo played all around the world? | show 🗑
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| show | Exaggerated gestures, voice tones, faces, voices.
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| show | Helps babies learn to overcome anxiety when mother disappears, babies develop ideas about object permanence, learn rules that govern social routines, requires paying attention, prerequisite for learning.
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| show | symbols.
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| show | Symbols.
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| show | Learning to interpret symbols.
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| show | symbol-minded.
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| show | 19 months, demonstrate an understanding that a picture is a symbol of something else.
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| At what age do children understand that a picture is an object and a symbol? | show 🗑
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| show | scale errors.
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| What two systems work together during interactions with familiar objects? | show 🗑
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| show | Faulty teamwork.
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| proposal that children under age 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation and mind at the same time | show 🗑
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| According to _ hypothesis, it is difficult for toddlers to mentally represent both a symbol and the object it represents at the same time? | show 🗑
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| show | Requires a child to mentally represent both a symbol and its relationship to the thing it stands for at the same time.
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| show | 18 to 24 months.
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| Certain limitations that Piaget saw in infants’ early cognitive abilities may instead have reflected _. | show 🗑
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| Explain why Piaget may have underestimated some of infants’ cognitive abilities. | show 🗑
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| show | habituation, dishabituation, visual recognition memory
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| show | habituation
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| show | Information-processing researcher
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| What do information-processing researchers do? | show 🗑
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| According to the information-processing theory, familiarity breeds _. | show 🗑
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| How do information-processing researchers study habituation in newborns? | show 🗑
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| show | dishabituation
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| How do researchers gauge the efficiency of infants' information processing? | show 🗑
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| What does the efficiency of habituation later relate to with cognitive development? | show 🗑
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| Can different information-processing abilities be predictors of intelligence? | show 🗑
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| tendency of infants to spend more time looking at one sight than another | show 🗑
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| show | visual recognition memory
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| the tendency of a baby to prefer new sights to familiar sights | show 🗑
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| show | comparing incoming information with information the infant already has, for and refer to mental representations
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| When do studies suggest that at least a basic representational ability forms or exists? | show 🗑
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| show | first year, second and third
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| Piaget held that the senses are _ at birth and are _ through experience. | show 🗑
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| When is it believed that integration of the senses begins? How? | show 🗑
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| ability to use information gained by one sense to guide another | show 🗑
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| show | birth to 2 months- gaze increases; 2 to 9 months- gaze decreases, learn to scan; 1st year to 2nd year- looking time platues or increases, attention more voluntary/task oriented
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| What might joint attention contribute to? | show 🗑
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| show | 10 to 12 months
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| when babies follow an adult's gaze by looking or pointing in the same direction | show 🗑
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| show | higher language scores, understanding other's intentions
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| show | habituation, attention-recovery abilities, visual recognition memory
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| show | by visual expectation paradigm
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| how quickly someone's gaze shifts to a picture that has just appeared | show 🗑
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| gaze shifts to the place where the person expects the next picture to appear | show 🗑
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| research design where a series of computer generated pictures briefly appears on each side of an infant's peripheral vision, measures how quickly the infant's gaze shifts | show 🗑
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| What 3 things does the visual expectation paradigm indicate? | show 🗑
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| show | 40%, 90%
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| When young children watch educational TV, how can the positive impact be increased? | show 🗑
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| What were the top 3 reasons parents allow their children to watch TV? | show 🗑
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| What were the top 2 reasons parents allow their children to have a TV in the their room? | show 🗑
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| show | children under 2 be discouraged from watching TV at all
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| What does the American Academy of Pediatrics Committee on Public Education recommend children do instead of watch TV? | show 🗑
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| show | exploratory play, interaction with family members
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| show | ability to process sensory information
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| Predictions based on information processing measures do not take into account the influence of _. | show 🗑
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| show | what an infant pays attention to and for how long, measured by things like habituation, visual recognition memory, visual prefence
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| Explain how habituation measures the efficiency of infants' information-processing. | show 🗑
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| show | habituation, visual recognition memory, attention recovery abilities
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| show | imitation
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| understanding that a person or object still exists when out of sight | show 🗑
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| show | symbolic development
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| show | dividing the world into meaningful categories
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| show | language, reasoning, problem solving, memory
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| At what age can infants begin to group things into categories? | show 🗑
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| show | perceptual features
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| What are examples of perceptual features? | show 🗑
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| show | conceptual
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| When does language become a factor of categorization? | show 🗑
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| show | categorization
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| show | causality
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| What is the understanding of causality important? | show 🗑
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| When do infants begin to realize they act on the environment? | show 🗑
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| _ infants begin to realize that forces outside of themselves can make things happen. | show 🗑
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| show | growth of causal understanding
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| show | 1) object incapable of self-motion must have a causal agent to set in motion, 2) hand is more likely causal agent than a toy train or block, 3) the existence and position of an unseen causal agent can be inferred from the motion of an inanimate object
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| research method in which dishabituation to a stimulus that conflicts with experience is taken as evidence that an infant recognizes the new stimulus as surprising | show 🗑
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| When do infants begin to understand characteristics of the outside world? | show 🗑
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| show | 3 1/2 months, short carrot event and tall carrot event, tall carrot did not appear behind notch of screen, infants looked longer at the "impossible event"
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| show | reasoning abilities- innate learning mechanisms, core knowledge
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| show | innate learning mechanisms
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| show | core knowledge
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| Why reasons might the carrot event not prove object permanence in infants? | show 🗑
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| show | not object permanence, possibly conceptual interpretation
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| show | object permanence, categorization, causality
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| show | if child has been habituated to experience, then changing event can bring new surprise, can be used to test object permanence
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| Describe some criticisms of the violation-of-expectations research. | show 🗑
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| What can brain research reveal about the development of cognitive skills? | show 🗑
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| show | brain growth spurts coincide with changes in cognitive behavior
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| show | Violation of expectations
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| unconscious recall of a memory | show 🗑
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| show | implicit memory
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| What is another name for implicit memory? | show 🗑
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| intentional and conscious memory | show 🗑
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| What is a memory that generally consists of facts, name and events? | show 🗑
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| show | working memory
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| What does research reveal about the brain and cognitive behavior? | show 🗑
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| Why do researchers sometimes use brain scans? | show 🗑
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| Implicit or Explicit: memory that occurs without effort | show 🗑
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| Implicit or Explicit: memory that occurs with conscious or intentional recollection | show 🗑
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| show | late infancy or toddlerhood, delayed imitation of complex behaviors
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| show | maturing of the hippocampal system
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| It is in _ that mental representations are prepared for, or recalled from, memory. | show 🗑
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| show | infants may be responding perceptually to doll removed; infants notice visual difference; may notice difference of contours, area or collective mass
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| What did Karen Wynn suggest regarding 5 month olds being able to count? | show 🗑
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| Researchers in Israel replicated Karen Wynn's experiment and concluded what? | show 🗑
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| Social-contextual theorists pay particular attention to the impact of what on the brain? | show 🗑
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| Identify the brain structure involved in explicit memory. What task can it do? | show 🗑
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| show | Unconscious recall, habits and skills
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| show | Short-term storage, convert new memories for storage.
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| show | Through experimentation, it was concluded that basic brain circuitry involved in numerical error detection is working by age 1 ½.
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| show | The more a parent interacts with and directly teaches the child, the better cognitive development the child has.
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| show | guided participation.
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| Researchers influenced by _ study how the cultural context effects, early social interactions that may promote cognitive competence. | show 🗑
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| show | adults direct involvement in children's play, way children taught, amount of time spent with child.
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| communication system based on words and grammar | show 🗑
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| forerunner of linguistics speech; utterance of sounds that are not words | show 🗑
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| What does prelinguistic speech include? | show 🗑
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| show | Objects, actions, people, places, things, communicate, feelings, needs, ideas.
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| show | Crying to cooing to babbling to accidental imitation to deliberate imitation.
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| show | Around 1-year-old.
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| When do toddlers began speaking in sentences? | show 🗑
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| What is a newborn’s only means of communication? | show 🗑
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| What can vary in crying? What can the different variations mean? | show 🗑
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| show | cooing- squealing, gurgling
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| at what age do babies began playing with speech sounds? | show 🗑
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| show | Cooing is gurgling, babbling is repeating consonant-vowel strings.
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| show | Babbling-repeating consonant-vowel strings.
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| show | About 9 to 10 months old.
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| show | Possibly in the womb.
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| show | True.
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| True or false: infants do not lose the ability to discriminate sounds over time. | show 🗑
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| basic sounds of a native a language | show 🗑
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| By age _, hearing babies have learned to recognize approximately 40 phonemes. | show 🗑
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| show | 10 to 12 months.
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| How might that change to no longer be able to discriminate nonnative sounds occur? | show 🗑
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| show | about 9 months.
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| When a baby uses a gesture to provide information what does it show? | show 🗑
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| show | social cognition.
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| show | Conventional social gestures.
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| When can a child begin using conventional social gestures? | show 🗑
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| show | Representational gestures.
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| show | 13 months.
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| show | Symbolic gestures.
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| show | About the same time as their 1st word.
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| show | Symbols can refer to objects, events, desires, conditions.
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| show | When they learn the word for the idea they are gesturing
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| show | Gesture-word combinations
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| verbal expression designed to convey meaning | show 🗑
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| single word that conveys a complete thought. | show 🗑
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| show | Between 10 and 14 months.
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| show | Yes.
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| show | A specific thing or event.
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| At about 12 months old babies begin to learn words of _ objects. | show 🗑
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| show | Visual cues.
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| _ continues to grow as verbal comprehension gradually becomes faster and more accurate and efficient. | show 🗑
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| By 18 months, children can understand _ words and can say _ of them. | show 🗑
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| Passive or expressive vocabulary: receptive or understood words | show 🗑
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| Passive or expressive vocabulary: spoken words | show 🗑
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| show | No, between 16 and 24 months.
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| show | Context or nouns they modify.
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| show | telegraphic speech.
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| show | syntax.
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| show | When the toddler puts 2 words together to express one idea
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| show | Between 18 and 24 months.
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| show | Every day events, things, people, activities.
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| show | telegraphic speech.
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| show | Between 20 and 30 months.
🗑
|
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| What are 5 characteristics of early speech? | show 🗑
|
||||
| What does it mean for a child to underextend word meanings? | show 🗑
|
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| show | Overgeneralize a word, such as all men with gray hair are grandpa.
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|
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| What does it mean for children to over regular lies rules? | show 🗑
|
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| show | Crying, cooing, babbling, gestures, 1st word, 1st sentence, fewer gestures, comprehensions spurt, syntax.
🗑
|
||||
| What are 5 ways that early speech differs from adult speech? | show 🗑
|
||||
| What did B. F. Skinner believe about language learning? | show 🗑
|
||||
| What did Noam Chomsky disagree with Skinner about language development? | show 🗑
|
||||
| What is Chomsky's view of language learning called? | show 🗑
|
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| theory that human beings have an inborn capacity for language acquisition | show 🗑
|
||||
| show | language acquisition device.
🗑
|
||||
| Unlike Skinner's learning theory, nativism emphasizes _. | show 🗑
|
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| Chomsky suggested that an inborn _ programs children's brains to analyze the language they hear and to figure out its rules. | show 🗑
|
||||
| What does the nativist positions explain? | show 🗑
|
||||
| What does the nativist positions not explain? | show 🗑
|
||||
| show | hand babbling.
🗑
|
||||
| Children, whether hearing or deaf, probably have an inborn capacity to _, which may be activated or constrained by _. | show 🗑
|
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| show | Based on experience, learned through operant conditioning, observation, imitation, reinforcement
🗑
|
||||
| show | Humans have an inborn capacity for language acquisition
🗑
|
||||
| What are some strengths of the learning theory on language acquisition? | show 🗑
|
||||
| show | Active role of learner, children acquire language in same age related sequence without formal training, our brain is different from animals
🗑
|
||||
| show | Does not explain correspondence between age at which linguistic advances in both hearing and non-hearing babies typically occur
🗑
|
||||
| show | Does not explain how mechanism operates, does not tell why children acquire language more rapidly or efficiently than others, white children differ and linguistic skill or fluency
🗑
|
||||
| show | According to Skinner's learning theory-learned, according to Chomsky is nativism theory-inborn
🗑
|
||||
| show | By listening to others, imitation
🗑
|
||||
| Explain the importance of social interaction. | show 🗑
|
||||
| Give 3 ways caregivers can help babies learn to talk. | show 🗑
|
||||
| show | helps children to learn phonetic sounds and develop speech
🗑
|
||||
| show | some believe that children would learn faster and more efficiently with complex speech
🗑
|
||||
| show | show better language skills and comprehension
🗑
|
||||
| show | describer- describe what is going on, comprehended- encourage child to make predictions, performance-oriented- go over main themes in beginning, ask questions at end
🗑
|
||||
| What are six approaches to the study of cognitive development? | show 🗑
|
||||
| show | how early cognition develops
🗑
|
||||
| show | classical conditioning, operant learning
🗑
|
||||
| According to Rovee-Collier's research, how do infants learn? | show 🗑
|
||||
| show | their memory needs to be jogged with a periodic reminder
🗑
|
||||
| How do infants learn? | show 🗑
|
||||
| How long can infants remember? | show 🗑
|
||||
| show | psychometric
🗑
|
||||
| Can infants' and toddlers' intelligence be measured? | show 🗑
|
||||
| show | Bayley Scales of Infant and Toddler Development, poor predictor of later intelligence
🗑
|
||||
| Can the home environment affect later intelligence? | show 🗑
|
||||
| show | early intervention
🗑
|
||||
| How can infants' and toddlers' intelligence be improved? | show 🗑
|
||||
| How did Piaget explain early cognitive development? | show 🗑
|
||||
| show | 18 to 24 months
🗑
|
||||
| show | imitation and object permanence
🗑
|
||||
| show | through habituation and other signs of visual and perceptual abilities
🗑
|
||||
| show | efficiency of infants' information processing- such as speed of habituation
🗑
|
||||
| show | possibly as young as 3 to 6 months, through Piagetian abilities
🗑
|
||||
| show | categorization, causality, object permanence, sense of number, ability to reason about characteristics of world
🗑
|
||||
| What are some information processing research techniques? | show 🗑
|
||||
| show | explicit and implicit memory are in different brain structures
🗑
|
||||
| When does working memory emerge? | show 🗑
|
||||
| _ may explain the emergence of Piagetian skills and memory abilities. | show 🗑
|
||||
| show | through shared activities that help children learn skill, knowledge and values important to their culture
🗑
|
||||
| True or false: the acquisition of language is an important aspect of cognitive development? | show 🗑
|
||||
| What does prelinguistic speech include? | show 🗑
|
||||
| show | basic sounds of their language and begun to link sound with meaning
🗑
|
||||
| show | further learning in that language only
🗑
|
||||
| What do babies do before they say their first word? | show 🗑
|
||||
| When does a baby usually say their first word? What does this initiate? | show 🗑
|
||||
| show | 16 to 24 months
🗑
|
||||
| show | 18 to 24 months
🗑
|
||||
| show | by age 3
🗑
|
||||
| What is early speech characterized by? | show 🗑
|
||||
| show | learning theory and nativism
🗑
|
||||
| show | inborn, experience
🗑
|
||||
| What are 2 influences on language development? | show 🗑
|
||||
| What can affect a child's language development? | show 🗑
|
||||
| What benefits does child directed speech have? | show 🗑
|
||||
| show | child directed speech
🗑
|
||||
| show | reading aloud
🗑
|
||||
| show | because they believe complex adult speech is more beneficial
🗑
|
||||
| show | prelinguistic speech, slowly working their way from crying to stringing letters together to saying a word then a sentence then syntax
🗑
|
||||
| What influences contribute to linguistic progress? | show 🗑
|
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