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| 7748967150 | Piaget's Developmental Stages | sensorimotor stage is the most complex period of time |  | 0 |
| 7748982372 | Piaget focuses on | -the child -the environment | 1 | |
| 7748982373 | schemes | specific psychological structures- organized ways of making sense of experience -changes with age --adaptation and organization account for changes in schemes | 2 | |
| 7748988736 | Adaptation | building schemes through direct interaction with the environment consist of: -assimilation -accommodation | 3 | |
| 7748994862 | assimilation | use current schemes to interpret the world | 4 | |
| 7748997523 | accommodation | create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely | 5 | |
| 7884734051 | equilibrium | when children are not changing much they assimilate more than they accommodate | 6 | |
| 7884737951 | disequilibrium | during times of rapid change children accommodate more than assimilate | 7 | |
| 7749003074 | organization | a process that occurs internally, apart from direct contact with the environment. -once kids form new schemes they rearrange them, linking them with other schemes | 8 | |
| 7749141720 | circular reaction | provides a special means of adapting their first schemes. It involves stumbling onto a new experience caused by the baby's own motor activity. The reaction is circular because as the infant tries to repeat the event again and again a sensorimotor response that originally occurred by chance strengthens into a new scheme. ex. caitlyn accidentally made a smacking sound on her lips after breastfeeding. She tried to repeat it until she became a expert at it | 9 | |
| 7885003862 | sensorimotor stage | 0-2 years learning through interaction with the environment uses senses to interact with environment -six substages 1. reflexes 2. primary circular 3.secondary circular 4. coordinate secondary circular 5. tertiary 6.mental combinations | 10 | |
| 7885092157 | 1. reflexes (birth-1 month) | gain control over reflexes | 11 | |
| 7885148102 | 2. primary circular ( 1-4months) | repeat pleasurable chance behaviors over own body ex. thumb sucking | 12 | |
| 7885165244 | 3. secondary circular (4-8months) | repeat interesting actions in the surrounding world; imitation of familiar behaviors ex. squeeze rubber duck and quacks so they do it again and again | 13 | |
| 7885195674 | 4. coordination of secondary circular (8-12) | intentional or goal-oriented behavior- coordinating schemes deliberately to solve simple problems | 14 | |
| 7885352306 | object permanence | the understanding that objects continue to exist when they are out of sight. | 15 | |
| 7885549148 | A-not-B search error | if they reach several times for an object at a first hiding place (A) then see it moved to a second (B) they still search for it in the first hiding place (A) | 16 | |
| 7885623766 | Tertiary (12-18mos) | exploration of property of objects by acting on them in different ways; imitation of novel behaviors; ability to search in several locations for a hidden object (A-not-B search) | 17 | |
| 7886030733 | 6. Mental representation (18-2 years) | symbolic and thought; insight; make believe play, ability to find object that has been moved out of sight uses images and concepts | 18 | |
| 7886142798 | violation-of-expectation method | researches may habituate babies to a physical event to familiarize them with a situation in which their knowledge will be tested. Or they may show babies an expected event (one that is consistent with reality) and an unexpected event. Heightened attention the the unexpected event suggests that the infant is surprised by a deviation from physical reality and therefore is aware of that aspect of the physical world | 19 | |
| 7886249725 | displaced reference | realization that words can be used to cue mental images of things not physically present -emerges around first birthday | 20 | |
| 7886417566 | video-deficit effect | poorer performance after a video than a live demonstration declines after 2.5 years | 21 | |
| 7886450955 | core knowledge perspective | babies are born with a set of innate knowledge systems, or core domains of thought. -each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development | 22 | |
| 7886657815 | information-processing researches assume... | assume we hold information in three parts of the mental system: -sensory register -short-term memory -long-term memory | 23 | |
| 7886677691 | sensory register | sights and sounds are represented directly and stored briefly ex. looking around you and closing your eyes an seeing that image | 24 | |
| 7886691880 | short-term memory store | retain attended-to information briefly so we can actively "work" on it to reach our goals -working memory | 25 | |
| 7886713902 | long-term memory store | stores information permanently | 26 | |
| 7886752409 | central executive | conscious part of the mind coordinates incoming formation with the information system controls attention selects, applies and monitors strategies | 27 | |
| 7886801734 | automatic processes | so well-learned that they require no space in working memory, and therefore, permit us to focus on other information while performing them. ex. typing on a computer | 28 | |
| 7886826415 | executive function | the diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations ex. controlling attention, suppressing impulses, self-control | 29 | |
| 7886913503 | recognition | noticing when a stimulus is identical or similar to one previously experienced *simplest form of memory* | 30 | |
| 7886921646 | recall | involves remembering something to present -more challenging -improves with age | 31 | |
| 7886982347 | infantile amnesia | not being able to retrieve events that happen before age 3 | 32 | |
| 7886986579 | autobiographical memory | ability to recall many personally meaningful one time events from both the recent and the distant past: the day a sibling was born or a move to a new house | 33 | |
| 7887044847 | Vygotsky's sociocultural theory | emphasizes that children live in rich social and cultural contexts that affect the way their cognitive world is structured. -children think in ways that have meaning in their culture | 34 | |
| 7887058736 | zone of proximal development | a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners | 35 | |
| 7887281338 | Bayley Scales of infant and Toddler Development | suitable for children 1months-3.5 years 1. Cognitive Scale: attention to familiar and unfamiliar objects and pretend play 2. Language Scale 3. Motor Scale: fine motor skills such as grasping | 36 | |
| 7887315408 | IQ Test | indicates the extent to which the raw score deviates from the typical performance of same-age indiviuals | 37 | |
| 7887351703 | normal distribution | most scores cluster around the mean with progressively fewer falling toward the extremes | 38 | |
| 7887368643 | developmental quotients (DQs) | because most infant test scores do not tap the same dimensions of intelligence measured at older ages they are labeled this | 39 | |
| 7887442057 | Home observation for measurement of the environment (HOME) | a checklist for gathering information about the quality of children's home lives through observation and parental interview | 40 | |
| 7887637702 | language | a system of symbols and rules that allows us to communicate | 41 | |
| 7887649597 | language acquisition device (LAD) | an innate system that contains universal grammar -enables children, no matter what language they hear, to understand speak in a rule-oriented fashion as soon as they pick up enough words | 42 | |
| 7887689288 | Broca's area | located in the left frontal lobe supports grammatical processing and language production | 43 | |
| 7887699759 | Wernicke's area | located in left temporal lobe plays a role in comprehending and meaning | 44 | |
| 7887781441 | interactionist perspective on language | emphasize interactions between inner capacities and environmental influences one type emphasizes information processing theory another type emphasizes social interaction | 45 | |
| 7887870564 | cooing | vowel like noises | 46 | |
| 7887875622 | babbling | infant repeat consonant-vowel combinations, often in long strings such as babbabab or nananana | 47 | |
| 7888066203 | joint attention | child attends to the same object or event as caregiver -contributes greatly to early language development ex. parent pointing at something and baby telling what it is or repeating it | 48 | |
| 7888083038 | underextension | when young children first learn words they sometimes apply them too narrowly ex. bear only meaning a bear | 49 | |
| 7888089318 | overextension | applying a word to a wider collection of objects and events than is appropriate ex. saying car for busses, trucks, an fire engines | 50 | |
| 7888114108 | girls show faster language learning processes than boys | true | 51 | |
| 7888125683 | telegraphic speech | occurs in two words phase -two word utterances that focus on high-cogent words, omitting smaller, less important ones | 52 | |
| 7888139497 | production language | the words and word combinations children use | 53 | |
| 7888142836 | comprehension language | the language they understand -develops ahead of production | 54 | |
| 7888168522 | referential style | vocabularies consisting of mainly words that refer to objects | 55 | |
| 7888174794 | expressive style | produce more social formulas and pronouns than referential style ex. "thank you" "done" "I want it" | 56 | |
| 7888253591 | infant-directed speech (IDS) | a form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts ex. "see the ball", "the ball bounced" | 57 | |
| 7888431271 | Molly has an IQ of 130. Molly performed better than _____ percent of her agemates. | 98% | 58 | |
| 7888443647 | Research indicates suggest that the advent of __________ contributes to the end of infantile amnesia. | a clear self image | 59 | |
| 7888449757 | Korean toddlers develop object-sorting skills later than their English-speaking counterparts because | korean language omits object naming things from their sentences | 60 | |
| 7888465575 | Three-year-old Liam is putting together a puzzle. Liam's father begins by pointing to where each piece needs to go and then straightening out each piece as Liam places them on the puzzle board. As Liam's competence with the task increases, his father gradually withdraws support. This is an example of | scaffolding | 61 | |
| 7888491926 | Which of the following statements is supported by research on make-believe play? | Early make-believe is the combined result of children's readiness to engage in it and social experiences that promote it. | 62 | |
| 7888531821 | Marla finds that rubbing her face against the satin edge of her blanket feels good. She learns to repeat this action to get a pleasurable sensation. According to Piaget, she has acquired a(n) | circular reaction | 63 |
