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| 5169151716 | Jean Piaget | Was a Swiss psychologist interest in epistemology. Looked at humans as organisms that need to adapt in the environment. Studied cognitive development in children and came up w/ ideas like: -intelligence is an active, dynamic process -As children develop, the structure of their thinking changes, and their new modes of thought are based on earlier structures. | 0 | |
| 5169165242 | Genetic epistemology | the study of development of knowledge through biological adaptation ad development of the mind. | 1 | |
| 5169165243 | schemas | cognitive frameworks that let us categorize concepts, objects or experiences | 2 | |
| 5169165244 | disequilibrium | a state of confusion in which your schemas don't fit your experiences. Ex. a child is served a new type of food they've never seen before, so they don't associate it with food. | 3 | |
| 5169168380 | sensorimotor stage | Piaget's first stage in which infant's understand the world through the info. they take in through their senses and through their actions on their environment. | 4 | |
| 5169168381 | circular reaction | An infant's repetition of a reflexive action that results in a pleasurable experience. Ex. infant sucking on thumb | 5 | |
| 5169169768 | motor schema | infants' organization of knowledge through action on the world | 6 | |
| 5169169769 | object permanence | the understanding that objects continue to exist even when they cannot be seen. | 7 | |
| 5169173725 | Theory of Core Knowledge | Theory that basic areas of knowledge are innate and built into the human brain. | 8 | |
| 5169176882 | violation of expectation | A research method based on the finding that babies look longer at unexpected or surprising events. | 9 | |
| 5169176883 | selective attention | Choosing what we pay attention to. | 10 | |
| 5169176903 | sustained attention | the process of maintaining focus over time. what we stick with. | 11 | |
| 5169179023 | habituation | the reduction in the response to a stimulus that is repeated | 12 | |
| 5169179024 | infantile amnesia | adults' inability to remember experiences that happened to them before age 3. | 13 | |
| 5169180527 | executive function | the aspect of brain organization that coordinates attention and memory and controls behavioral responses for the purpose of attaining a certain goal | 14 | |
| 5169180528 | inhibition | the ability to stop more automatic behaviors in order to stay on task and ignore distractions | 15 | |
| 5169182271 | phonology | the study of sounds | 16 | |
| 5169182272 | syntax | the grammar of language | 17 | |
| 5169183817 | semantics | the study of the meaning of words | 18 | |
| 5169183818 | pragmatics | the way we use language in social situations. children have a problem with this, they say whatever is on their mind. | 19 | |
| 5169183819 | morpheme | the smallest unit in language that has meaning Ex. cats -> 2 airplanes -> 3 | 20 | |
| 5169185558 | phoneme | smallest distinct sound in a particular language Ex. shine -> 3 | 21 | |
| 5169185559 | transitional probability | the likelihood that one particular sound will follow another one to form a word | 22 | |
| 5169187989 | Nativism | A theory of language development that human brains are innately wired to learn language and that hearing spoken language triggers activation of a universal grammar | 23 | |
| 5169187990 | universal grammar | the idea proposed by Noam Chomsky that all languages tend to have the same underlying grammar. For instance, babies around the world babble the same way. | 24 | |
| 5169189836 | overregularization | type of grammatical error in which children apply a language rule to words that don't follow it. Ex. adding an 's' to foot to make it plural, but foots is not a word. | 25 | |
| 5169191457 | interactionism | readiness to learn interacts with the child's experience | 26 | |
| 5169191458 | recast | repeating what children say but in a more advanced grammar to facilitate language learning. | 27 | |
| 5169193387 | cognitive-processing theory | theory that learning language is a process of "data crunching" in which the process of learning words and their meanings relies on the computational ability of the brain. | 28 | |
| 5169197916 | Broca's area | part of the brain involved in speech production, located near the motor center. | 29 | |
| 5169199348 | Wernicke's area | part of the brain involved in understanding and creating meaning in speech. located near the auditory center. | 30 | |
| 5169199349 | receptive language | the ability to understand words or sentences | 31 | |
| 5169201560 | expressive language | the written or spoken language we use to convey our thoughts, emotions or needs. | 32 | |
| 5169769154 | Child-directed speech | speech tailored to fit the sensory and cognitive capabilities of infants and children so it holds their attention. includes speaking in a higher pitch and using simple vocabulary. | 33 | |
| 5169777875 | vocabulary burst | the rapid growth of a child's vocabulary that often occurs in the 2nd year. | 34 | |
| 5169779822 | whole object bias | an assumption made by language learners that a word describes an entire object rather than just some portion of it. | 35 | |
| 5169782805 | mutual exclusivity constraint | an assumption made by language learners that there is one (and only one) name for an object | 36 | |
| 5169788285 | taxonomic constraint | assumption that 2 objects can have one common name, but that each object could also have its own name. Ex. cats and dogs are both animals. | 37 | |
| 5169797381 | fast mapping | a process by which children apply constraints and knowledge of grammar to learn new words very quickly. | 38 | |
| 5169797382 | syntactic bootstrapping | using syntax to learn new words | 39 | |
| 5169799347 | semantic bootstrapping | using conceptual categories to create grammatical categories. | 40 | |
| 5169801042 | intellectual disability | type of intellectual impairment that includes a low score on a standardized test, impaired adaptive functioning, and deficits in cognitive functioning. | 41 |
