Life Span Human Development 7th Edition
Intelligence and Creativity
Sigelman and Rider
ch 6 perception
ch 7 cognition
ch 8 memory & information processing
ch 9 intelligence & creativity
ch 10 1/2 language
Terms : Hide Images
| 908419662 | * visual acuity | the ability to perceive detail in a visual stimulus. 6-12 months of age infant can see as well as adult. | |
| 908419663 | * visual accommodation | the ability of the lens of the eye to change shape to bring objects at different distances into focus. | |
| 908419664 | * visual cliff | an elevated glass platform that creates an illusion of depth and is used to test the depth perception of infants. | |
| 908419665 | * cross-modal perception | the ability to use one sensory modality to identify a stimulus or a pattern of stimuli already familiar through another modality. | |
| 908419666 | * dark adaption | the process by which the eyes become more sensitive to light over time as they remain in the dark. | |
| 909604162 | * Attention-deficit hyperactivity disorder (ADHD) | medical condition characterized by difficulties with inattention or hyperactivity and impulsivity. | |
| 908419840 | * conservation | certain properties don't change when altered in a superficial way | |
| 908419667 | * cataracts | the pathologic condition of the eye involving opacification, clouding of the lens that can impair vision or cause blindness. | |
| 908419668 | * presbyopia | problems of the aging eye, especially loss of near vision related to a decreased ability of the lens to accommodate to objects close to the eye. | |
| 908419671 | * presbycusis | loss of hearing that gradually occurs in most individuals as they grow older. Hearing loss is a common disorder associated with aging | |
| 909604163 | * cochlear implant | surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf or severely hard of hearing. | |
| 908419669 | * age related macular degeneration | damage to cells in the retina responsible for central vision. | |
| 908419670 | * glaucoma | increased fluid pressure in the eye damages the optic nerve and causes progressive loss of peripheral vision and ultimately blindness. | |
| 908419672 | * attention | focusing perception and cognition on something in particular. | |
| 908419673 | * habituated | learning to be bored by the familiar | |
| 908419674 | evoked potentials | used to test infants hearing. measure electrical activity in brain. | |
| 908419675 | operant conditioning | positive reinforcement produces more of the same behavior. we repeat if consequences are positive. | |
| 908419676 | punishment | something you like is removed or taken away. aka known as "response cost" or "negative punishment" | |
| 908419677 | positive punishment | you receive something you don't like. | |
| 908419678 | reinforcements | positive reinforcement, something you like is received. negative reinforcement, something you don't like is added | |
| 908419679 | Is color vision present at birth? | yes, and is mature at 3 months. | |
| 908419680 | What are 5 things infants like to look at? | patterned images, faces, high contrast, contour, movement | |
| 908419681 | parentese and motherese | baby-talk | |
| 908419682 | At what age do infants have depth perception? | at 1 month they will blink when an object moves towards their face. | |
| 908419683 | What trimester do babies start to hear? | 3rd. they are startled by noises outside the womb. | |
| 908419684 | categorical perception if speech sounds. | babies can discriminate between basic speech sounds (phonemes), ma, pa | |
| 908419685 | Can babies, at birth, distinguish different tastes? | yes, sweet bitter and sour. we know that because facial expressions and sucking rates. | |
| 908419686 | Can babies smell at birth? | yes, well developed. | |
| 908419687 | *sensation | process by which sensory receptor neurons detect information and transmit to the brain; the starting point in perception | |
| 908419688 | * perception | the interpretation of sensory input | |
| 908419689 | * nativists (NATURE) | perception is not created by interpreting input | |
| 909604164 | * imaginary companion | imaginary friend, preoperational stage, a child who has developed capacity for symbolic thought | |
| 908419690 | * at what age do babies discriminate color? | 4 months old. however by 2-3 months color maturation is complete | |
| 908419691 | *contour | a large amount of dark and light transition patterns | |
| 908419692 | * intuitive theory | organized systems of knowledge that allow us to make sense of the world | |
| 908419693 | can newborns hear or see better? | they can hear well, better than they can see. | |
| 908419694 | * olfaction | sensory receptors for smell in the nasal passage. sense of smell helps baby and parents bond. | |
| 908419695 | which sense is the first to develop | touch. Newborns are sensitive to warm & cold | |
| 908419696 | * sensitive | a window of time that an individual is more effected by experience and has a higher level of placicity than other times | |
| 908419697 | what is the critical period for vision in infants | the first 3 months. brain must receive clear visual information from both eyes. | |
| 908419698 | * constructivist (NURTURE) | create their own understandings of the world from their experience | |
| 908419699 | * scheme | a cognitive structure or organized pattern of action or thought used to deal with experiences. | |
| 909604165 | * decontextualize | to remove demands of a task at hand | |
| 909604166 | * equilibration | process of seeking state of mental stability | |
| 908419700 | script | a mental representation of a typical sequence of actions related to an event that is created in memory and that then guides future behaviors in similar settings. aka event schema - wedding, easy to remember the basics, could share the 'gist' easily. | |
| 908419701 | * adaption | in piaget's cognitive developmental theory, a person's inborn tendency to adjust to the demands of the environment, consisting of the complementary process of assimilation and accommodation. | |
| 908419702 | * assimilation | piaget's term for the process by which children interpret new experiences in terms of their existing schema. contrast with accommodation. | |
| 909604167 | * clinical method | assess cognitive functioning- interview process that determines what the investigator will ask next based on the child's response | |
| 909604168 | * A-not-B error | The tendency of 8- to 12-month-old infants to search for a hidden object in the place they last found it (A) rather than in its new hiding place (B). | |
| 908419703 | * accommodation | piaget's, process of modifying existing schemes to incorporate or adapt to new experiences. contrast with assimilation. in vision, a change in shape of he eye's lens to bring objects at differing distances into focus. | |
| 908419704 | * symbolic capacity | the capacity to to use symbols such as words, images or actions to represent or stand for objects and experiences, representational thoughts. | |
| 909604169 | * dialectical thinking | An advanced form of thought that involves detecting paradoxes and inconsistencies among ideas and trying to reconcile them. | |
| 908419705 | preoperational stage | piaget second stage of cognitive development lasting from age 2-7. when children think at a symbolic level but have not yet mastered logical operations. | |
| 908419706 | * decentration | the ability to focus on 2 or more dimensions of a problem at one time. | |
| 909604170 | * object permanence | The understanding that objects continue to exist when they are no longer visible or otherwise detectable to the senses; fully mastered by the end of infancy. | |
| 908419707 | * centration | focus on only one aspect of a problem | |
| 909604171 | * perceptual salience | Phenomenon in which the most obvious features of an object or situation have disproportionate influence on the perceptions and thought of young children. | |
| 908419708 | * transformational thought | piaget, the ability to conceptualize transformations | |
| 908419709 | * egocentrism | the tendency to view the world from the person's own perspective and fail to recognize that others may have a different point of view. | |
| 908419710 | class inclusion | the logical understanding that parts or subclasses are included in the whole class and that the whole is therefore greater than any of its parts. | |
| 908419711 | * seriation | a logical operation that allows a person to mentally order a set of stimuli along a quantifiable dimension such as height and weight. | |
| 908419712 | concrete operation stage | piagets third stage of cognitive development lasting from 7-11 when children are acquiring logical operations and can reason effectively about real objects and experiences. | |
| 908419713 | formal operation stage | piagets 4 and final stage, from 11/12, when the individual begins to think more rationally an systematically about abstract concepts and hypothetical ideas. | |
| 908419714 | * hypothetical deductive reasoning | a form of problem solving in which a person starts with general pr abstract ideas and deduces or traces their specific implications, "if-then" thinking | |
| 909604172 | * reversibility | In Piaget's theory, the ability to reverse or negate an action by mentally performing the opposite action. | |
| 908419715 | * adolescent egocentrism | a characteristic of adolescent thought that involves difficulty differentiating between a person's own thoughts and feelings and those of other people; evident in the 'personal fable' an 'imaginary audience' phenomena. | |
| 908419716 | * imaginary audience | confusing one's own thoughts with the thoughts of a hypothesized audience for behavior and concluding that others share these preoccupations. | |
| 909604173 | * static thought | In Piaget's theory, the thought characteristic of the preoperational period that is fixed on end states rather than on the changes that transform one state into another. Contrast with transformational thought. | |
| 908419717 | * personal fable | thinking that oneself and one's thoughts and feelings are unique or special. | |
| 908419718 | What type of theorist was Piaget | Stage Theorists who believed in constructivism. | |
| 908419719 | * intelligence | basic life function that helps an organism adapt to its environment. | |
| 908419720 | Piaget's 4 stages of cognitive development | 1. Sensorimotor Stage 0-2, Preoperational stage 2-7, concrete operations 7-11, formal operation 11+ | |
| 908419721 | What was Vygotsky's main theme in his Sociocultural Perspective | that cognitive growth occurs in sociocultural context and evolves our of the child's social interactions. | |
| 908419722 | sociocultural perspective | vygotsky's contextual theory of development, which maintains that cognitive development is shaped by sociocultural context which it occurs and grows out of children's social interactions with members of their culture. | |
| 908419723 | zone of proximal development | vygotsky's term for difference between what a learner can accomplish independently and what a learner can accomplish with the guidance and encouragement of a more skilled partner. vygotsky | |
| 909604174 | * Epistemology | theory of knowledge | |
| 908419724 | * guided participation | a process in which children learn by actively participating in culturally relevant activities with the aid and support of their parents and other knowledgeable individuals. vygotsky aka social scaffolding. | |
| 908419725 | * private speech | nonsocial speech, silent thinking in words. sign of cognitive maturity | |
| 908419726 | *4 points on Vygotsky | 1. sociocultural perspecitve. 2. not a stage theorist. 3. emphasis on language (language affect thoughts) 4. children are social beings who develop their minds through interaction. piaget said independent explorers) | |
| 908419727 | * how did piaget and vygotsky differ on "private speech"? | piaget: preoperational egocentrism and a sign of cognitive immaturity, vygotsky saw it as an important achievement and a sign of cognitive maturity. | |
| 908419728 | how vygotsky believe we convey info and enable thinking? 3 items | 1. language shapes thought 2. writing, using numbers 3. problem solving and memory strategies | |
| 908419729 | how did piaget and vygotsky differ on languages effect on cognition? | piaget believed cognitive development influences language and vygotsky believed the opposite. language influences cognition. | |
| 908419730 | * cognition | the activity if knowing and the processes through which knowledge is acquired. ie: attending, perceiving, remembering and thinking | |
| 908419731 | information processing approach | an approach to cognition that emphasizes the fundamental mental process involved in attention, perception, memory and decision making. an attempt to descibe how we "process information" | |
| 908419732 | storage system | the information processing, the holding of of information in the long-term memory store. the hardware (boxes) | |
| 908419733 | sensory register | the first memory store in information processing in which stimuli are notices and are briefly available for further processing. (talking to husband watching tv). | |
| 908419734 | attention | focusing perception and cognition on something in particular. limited resource, it's what we chose to focus on. | |
| 908419735 | automatization | the process by which information processing becomes effortless and highly efficient as a result of continued practice or increased expertise. | |
| 908419736 | short term memory | the memory store in which limited amounts of information are temp held; working memory when it's active quality us being emphasized. (our "desktop" for things we are working one. | |
| 908419737 | encoding | the first step in learning and remembering something, it is the process of getting information into the information-processing system, or learning it, and organizing it in a form suitable for storing. preparing material to be remembered. any type of memory strategy normally involves encoding/. | |
| 908419738 | retrieval | the process of retrieving information form long-term memory when it is needed. getting info from the filing cabinet/ | |
| 908419739 | recognition memory | identifying an object or event as one that has been experienced before, such as when a person must select the correct answer from several options. contrast with cued recall memory and recall memory. multiple choice test | |
| 908419740 | free recall memory | recollecting or actively retrieving objects, events and experiences when examples or cues are NOT provided. Contrast with recognition memory and cued recall memory. essay question on test. | |
| 908419741 | organization | in piaget cogn development theory. a memory strategy that involves classifying items into meaningful groups. | |
| 908419742 | cued recall memory | recollecting objects. events or experiences in response to a hint or cue. contrast recognition memory and recall memory. | |
| 908419743 | implicit memory | memory that occurs unintentionally and without consciousness or awareness. contrast with explicit memory. | |
| 908419744 | explicit memory | memory that involves consciously recollecting the past. contrast with implicit memory. amnesia destroys explicit memory. | |
| 908419745 | deferred imitation | the ability to imitate a novel act after a delay. | |
| 908419746 | classical conditioning | a type of learning in which a stimulus that initially had no effect on the individual comes to elicit a response because of its association with a stimulus that already elicits a response. | |
| 908419747 | operant conditioning | also called Instrumental Conditioning, a form of learning in which freely emitted acts (or operants) become more or less probable depending on the consequences they produce. | |
| 908419748 | observational learning | learning that results from observing the behaviour of other people; emphasized in Bandura's social cognitive theory. | |
| 908419749 | metacognition | knowledge of the human mind and of the range of cognitive processes, including thinking about personal thought processes. "meta" means "to know' | |
| 908419750 | metamemory | a person's knowledge about memory and about monitoring and regulating memory processes. | |
| 908419751 | a difference between cognitive psychologist and behaviorist | cognitive psy believe something happens between the time we are shown a stimulus and the time we respond. Beh. do not believe anything happens - we are machine like. | |
| 908419752 | chunk | any meaningful unit of information - | |
| 908419753 | storage | holding infor in the long term memory store, this is the actual change in the brain due to processing info thus far, analogous to putting material away in a filing cabinet. | |
| 908419754 | maintenance rehearsal | helps keep info active in short term memory. only good for remembering temporarily | |
| 908419755 | elaborate rehearsel | ways of remembering - come up with a ryhme, re-organize material , visual a pattern. | |
| 908419756 | long term memory | unlimited in capacity. info can be stored forever. some argue it is not permanent. the "filing cabinet" | |
| 908419757 | encoding specificity | you'll remember material best if you match what you do at study time with what you'll be asked to do at test time. studying for an essay test is different than studying for multiple choice. | |
| 908419758 | state dependent learning | the degree to which your physiological state at retrieval time matches the physiological state you were in during encoding/storage. a good match means better memory performance. | |
| 908419759 | contextual cues | stimuli in the environment that may aid you in remembering information. | |
| 908419760 | cue dependent forgetting | not having the benefit of contextual cues at the time information was learned. seeing a student outside of class. | |
| 908419761 | Can infants imitate? | yes, some argue the list of imitations is limited. some suggest it is just a reflexive behavior, not voluntary. | |
| 908419762 | Deferred imitation | repeating a behavior hours or days later. | |
| 908419763 | psychometric approach | The research tradition that spawned standardized tests of intelligence and that views intell as a trait or set of traits that can be measured and that varies from person to person. theorists seek to identify and measure these traits so that differences among individuals can be described. 277 | |
| 908419764 | fluid intelligence | ability to use your mind actively to solve novel problems. 277 | |
| 908419765 | crystallized intelligence | the use of knowledge acquired through schooling and other life experiences. 277 | |
| 908419766 | mental age | measure of intellectual development that reflects the level of age of age-graded problems that the chiuld is able to solve; the age at which a child functions intellectually. 278 | |
| 908419767 | Stanford-Binet Intel Scale | battery of tasks measuring the skills believed to be necessary for classroom learning. Developed in 1904, sought to identify "dull" children. Measures: Attention, percpetion, memory, reasoning, verbal communication, etc. Determines "Mental Age" 278 | |
| 908419768 | Intelligent Quotient IQ | average score is 100 | |
| 908419769 | verbal IQ | Weschler IQ Score - based upon items measuring vocabulary, general knowledge, arithmetic reasoning, etc | |
| 908419770 | performance IQ | Weschler IQ Score - based on non-verbal skills such as the ability to assemble puzzles, solve mazes, reproduce geometric designs and rearrange pictures to tell a meaningful story | |
| 908419771 | normal distribution | scores from Stanford-Binet and Wechsler Scales. 278 | |
| 908419772 | Gardner's Theory of Multiple Intell | rejects single IQ score. intell abilities: Linguistic Intell, Logical -Math Intell, Musical Intell, Spatial Intell, Bodily-kinesthetic Intell, Interpersonal Intell, Intrapersonal intell, Naturalist intell - "How are you smart?" rather than "how smart are you" 279 | |
| 908419773 | Linguistic Intell | Gardner's Theory - Language skills, such as those seen in the poet's facility with words. 279 | |
| 908419774 | Logical-Math Intell | Gardner's Theory - The abstract thinking and problem solving shown by mathematicians and computer scientists and emphasized by Piaget. 279 | |
| 908419775 | Musical Intell | Gardner's Theory - Based on an acute sensitivity to sound patterns. 279 | |
| 908419776 | Spatial Intell | Gardner's Theory - Most obvious in great artists who can perceive things accurately and transform what they see. 279 | |
| 908419777 | Bodily-Kin Intell | Gardner's Theory - The skillful use of the body to create crafts, perform, or fix things; shown, for example, by dancers, athletes and surgeons. 279 | |
| 908419778 | Interpersonal Intell | Gardner's Theory - Social Intell, social skill, exceptional sensitivity to other people's motivations and moods, salespeople + psychologists 279 | |
| 908419779 | Intrapersonal Intell | Gardner's Theory - Understanding of one's own feelings and inner life. 279 | |
| 908419780 | Naturalist Intell | Gardner's Theory - Expertise in teh natural world of plants and animals. 279 | |
| 908419781 | Bayley's Scales of Infant Development | Standardized test to measure the mental, motor, and behavioral progress of infants and young children. Scores on this test do not predict IQ. | |
| 908419782 | * Developmental Quotient DQ | a numerical measure of an infant's performance on a developmental tack relative to the performance of other infants the same age. This is used to diagnose neurological problems and mental retardation. DQ does not predict IQ | |
| 908419783 | Intelligience Quotient IQ | A numerical measure of a person's performance on an intelligence test relative to the performance of others examinees of the same age. 100 is average | |
| 908419784 | what 3 things in infants help predict IQ | Speed of habituation, Preference for novelty, fast reaction time | |
| 908419785 | speed of habituation | the speed with which an infant loses interest in a repeatedly presented object. a simple form of learning that involves learning not to respond to a repeated stimulus, learning to be bored by the familiar. infant predictor of IQ | |
| 908419786 | Preference for novelty | the infants tendency to prefer a novel stimulus to a familiar one. infant predictor of IQ | |
| 908419787 | reaction time | the interval between the presentation of a stimulus and a response to it. infant predictor of IQ | |
| 908419788 | normal distribution | a symmetrical (bellshaped) curve taht describes the variability of characteristics within a population. Most people fall at or near the average score; there are relatively few high or low scores. | |
| 908419789 | cumulative-deficit hypothesis | the notion that impoverished environments inhibit intellectual growth and that these inhibiting effects accumulate over time. | |
| 908419790 | is intelligence fixed at concept and genetically determined? | most say no | |
| 908419791 | Who is the author of "Emotional Intelligence" | Daniel Goleman | |
| 908419792 | Kaufman Assessment Battery for Children | ages 2-12 - measures "how" problems are solved, rather than "which" problems are solved. | |
| 908419793 | Feuerstein's Dynamic Assessment | Feuerstein argues that even though intelligence is often defined as the "potential" to learn from experience. IQ tests typically assess "what has been learned", not what "can" be learned. his test measures how well new material can be learned. | |
| 908419794 | Feuerstein's Learning Potential Assessment Device | Measures the child's ability to learn new things with the guidance of an adult who provides increasingly helpful cues. | |
| 908419795 | Cognitive Assessment System CAS | based on planning, attention, simultaneous and successive PASS theory of intelligence. This measure does a good job of predicting academic success. | |
| 908419796 | What age is there a strong correlation between early and late IQ | age 4. it grows stronger into middle childhood. | |
| 908419797 | What create IQ gains in children? | parenting that is neither strict or lax and fosters achievement. | |
| 908419798 | What explains IQ drops in children? | living in poverty. Cumulative Deficit Hypothesis - impoverished environments inhibit intellectual growth | |
| 908419799 | Brain growth spurt at age puberty contributes to: | improvements in Formal Operational thinking and improvement in memory and processing skills. IQ scores are stable at this time. | |
| 908419800 | Is IQ a good predictor of high school achievement? | yes. high IQ less likely to drop out and more likely to attend college. | |
| 908419801 | Is IQ a good predictor of college grades? | no | |
| 908419802 | Is IQ a good predictor for job performance | yes, as well as, occupational prestige. | |
| 908419803 | Does IQ decline as we age? | many studies say yes. | |
| 908419804 | terminal drop | a rapid decline intellectual abilities that people within a few years of dying often experience. | |
| 908419805 | What are 3 predictors of IQ decline? | poor health, disease, and an unstimulating lifestyle. Elderly widows with low social status who engage in few activities and are dissatisfied with their lives. | |
| 908419806 | 4 Characteristics of older adults who maintain or gain IQ. | above average socio-economic status SES, intact marriages, intellectually capable spouses, active lifestyle. "use it or lose it" | |
| 908419807 | 5 factors that influence IQ scores | Genes account for half, Home environment (HOME test)-adv to those with parent involvment, family size and birth order-adv to first born and small family, Social Class differences-adv to high SES, racial and Ethic Differences. | |
| 908419808 | HOME inventory | A widely used instrument that allows an observer to determine how intellectually stimulating or impoverished a home environment is. | |
| 908419809 | 2 issues that effect racial and ethnic differences in IQ | 1. there is a cultural bias towards white, middle class. 2. minorities are less motivated and more anxious while testing. | |
| 908419810 | marshmallow test | 4 year old given choice take marshmallow now or wait 10 minutes, until researchers returns, and have 2. at age 18, group who took marshmallow was more irritated, had more fights, still couldn't delay gratification. second group, ones who waited, had 210pt advantage on SAT's, more popular, could still delay gratification | |
| 908419811 | language | linguist = communication system in which a limited numbers of signals- sounds or letters -can be combined according to agreed upon rules to produce an infinite number of message WEBSTER - the words, their pronunciation and the methods of combining them used and understood by a considerable community | |
| 908419812 | phonological awareness | the understanding that spoken words can be decomposed into some number of basic sound units, or phonemes; an important skill in learning to read. | |
| 908419813 | * phoneme | one of the basic units of sound used in a particular spoken language. | |
| 908419814 | pragmatics | rules specifying how language is to be used appropriately in different social contexts to achieve goals. | |
| 908419815 | * syntax | rules specifying how words can be combined to form meaningful sentences in a language. order words are in | |
| 908419816 | semantics | the aspect of language centering on meaning. understanding the different meanings of sentences. | |
| 908419818 | language acquisition device LAD | a set of linguistic processing skills that nativist believe to be innate; presumably the LAD enables a child to infer the rules governing others' speech and then use these rules to produce language. | |
| 908419819 | child directed speech | speech used by adults speaking with young children, it involves short, simple sentences spoken slowly and in a high pitched voice, often with much repetition and with exaggerated emphasis on key words. | |
| 908419820 | expansion | conversational tactic used by adults in speaking to young children in which they respond to a childs utterance with a more grammatically complete expression of the same thought. | |
| 908419821 | babbling | an early form of vocalization that appears between 4-6 months of age and involves repeating consonant-vowel combinations such as "baba" or "dadada" | |
| 908419822 | holophrastic stage | a stage where an infant using a single work utterance represents an entire sentences worth of meaning. first words | |
| 908419823 | overextension | the young's child tendency to use a word to refer to a wider set of objects, actions, or events then adults do. IE using the word "car" to refer to all motor vehicles. contrast with under extension | |
| 908419824 | underextension | the youngs child's tendency to use general words to refer to a smaller set of objects, actions, or events then adults to. IE "candy" to refer to only mints. contrast with overextension | |
| 908419825 | telegraphic speech | early sentences that consist primarily of content words and omit the less meaningful parts of speech such as articles, preposition, pronouns, and aux verbs. - age 1.5 years - 1-2 words like telegrams | |
| 908419826 | over regularization | the over generalization of observed grammatical rules to irregular cases to which the rules do not apply. IE saying "Mouses" instead of mice. - age 2 years | |
| 908419827 | 5 steps to mastering language | one must learn 1.Phonology - basic sounds 2. morphology - how sounds are combined to form words 3. syntax - how words are combined to form meaningful statement 4.semantics - what words and sentences mean 5. pragmatics - how to use language effectively in his/her social interactions. | |
| 908419828 | morphology | rules for forming words from sounds | |
| 908419829 | morphemes | smallest unit of language that contains meaning. | |
| 908419830 | how many morphemes in loves | 2 -- 1. love 2. s - the s changes the meaning | |
| 908419831 | infinite generativity | this refers to the fact that humans can generate an infinite number of utterances, that they can be creative with language, that they can reproduce and utterance at any given time | |
| 908419832 | broca's area | controls speaking and language prooduction | |
| 908419833 | wernicke's area | controls speech recognition and language comprehension | |
| 908419834 | animism | to animate the inanimate - why do trees have leaves? to keep warm... | |
| 908419835 | artificialism | natural things are done by humans - what makes rain? someone pouring a bucket | |
| 908419836 | hypothetical deductive reasoning | pendulum test - general ideas to specifics | |
| 908419837 | absolute finalism | the effect is seen as the cause. why is the sun going down? because it's time to go to sleep | |
| 908419838 | 3 mountain display | test for egocentrism | |
| 908419841 | wason test | test formal reasoning 4 cards w/symbols if-then testing, | |
| 908419842 | intonation patterns | the infants babbling mimics the rising and falling of pitch found in normal speech - age 8 months | |
| 908419843 | whole object assumption | as children learn names for things they "automatically" make the assumption that the word refers to the whole object. along with one word utterances - age 1 | |
| 908419844 | two word stage & vocabulary spurt | vocab increases to several hundred words; the average length of the child's utterances increases dramatically - age 1.5 years - | |
| 908419845 | * short term memory | working memory - can only hold 7+2 chunks of info here at a time | |
| 908419846 | prosody | how sounds are pronounced. the melody of language | |
| 908419847 | interactionist | they believe both learning theorists (nuture) and nativist (nature) are correct: children's biologically based competencies and their language environment interact to shape the course of language development | |
| 908419848 | automaticity | the ability to focus attention on more stimulus. as we master or become an expert we can focus on more items, more can fit through the Bottleneck into short term memory. the ability to multitask. | |
| 908419849 | what items affect retrieval of info from long term memory? | 1. how often it's used 2. how well it was encoded (maintenance vs. elaborative rehearsal) 3. does retrieval system match the encoding system ( encoding specificity) 4. number of contextual cues 5. does psychological state match when information was encoded (state dependent learning). | |
| 909604175 | sub-stages of sensorimotor stages | 1.Reflexes (0-1 month): During this substage, the child understands the environment purely through inborn reflexes such as sucking and looking. 2. Primary Circular Reactions (1-4 months): This substage involves coordinating sensation and new schemas. For example, a child may such his or her thumb by accident and then later intentionally repeat the action. 3. Secondary Circular Reactions (4-8 months): Begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth. 4. Coordination of Reactions (8-12 months): begin exploring the environment around them and will often imitate the observed behavior of others. For example, a child might realize that a rattle will make a sound when shaken. 5. Tertiary Circular Reactions (12-18 months): Children begin a period of trial-and-error experimentation. For example, a child may try out different sounds or actions as a way of getting attention from a caregiver. 6. Early Representational Thought (18-24 months): Children begin to develop symbols to represent events or objects in the world. During this time, children begin to move towards understanding the world through mental operations rather than purely through actions.Edit symbolic capacity |
