final exam - Flashcards

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INCORRECT CORRECT

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babbling

-infants babble to practice consonant sounds and phonemes
-cooing comes before babbling
-Babbling begins at approximately 5 to 7 months of age, when a baby's noises begin to sound like phonemes

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Concrete Operational Stage

The Theory of Cognitive Development, is a developmental stage theory first developed by Jean Piaget.
-use of reversibility
-Have ability to think operationally
-decentered
-coordinated thought
-logic beyond perception
-less egocentrism

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Pre Operational stage

-illogical reasoning (sees 7 santa's but does not question it)
-cannot use deductive logic (all men are mortal, socrates is a man, socrates is mortal aka reversibility)
-use transductive logic (my mother is sick, so your mother must be sick) point by point
-egocentrism (language, thought,emotion)
-centered
-lack of coordination
- tied to perceptions( conservation)
-lack the ability to think operationally (thought that is organized, logical and integrated

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sensorimotor stage

The Sensorimotor Stage is the first of the four stages of cognitive development. "In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions." "An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

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sensorimotor sub-stages

stage 1: reflexes(sucking-classical conditioning)
stage 2: repetitive motions (operant-skinner)
stage 3: extended repetitive motions (ex:sitting in crib and banging it while looking around to see what havoc they caused), they realize they have an impact on the world and raises their level of awareness
stage 4: old means-ends (they understand goals but all they can come up with is things they already know, limitations)
stage 5: new means-ends (invention of new strategies to achieve goal: done through experim

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4 major stages of dev't

they are: universal, hierarchically related, and invariant
sensorimotor (b-2): understand world through sense and actions
pre operational (2-7): language and mental images
concrete operational (7-11): logical thinking and categories
formal operations (11-15): hypothetical thinking and scientific reasoning

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Assimilation

-people translate incoming information into a form they can understand
ex: start out with scheme of grasping a ball, then they grasp a small box

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Accomodation

-people change current knowledge structures in response to new experience(higher level thinking)
ex: schema of grasping a ball, turns into assimilation of grasping a small box with turns into accomodation of picking up a large ball

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Piaget on Learning

process of adaptation to complex world

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piaget on intelligence

a form of biological adaptation
-individual differences are completely unimportant
-IQ tests are pointless

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piagets assumptions about children

-construct own knowledge in response to their experiences
-intrinsically motivated to learn (curiosity is innate motivation)

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Memory

recognition memory is good at an early age with little developmental change

deliberate recall memory: adults much better than children

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what causes reading disabilities?

-visual perceptual problems (dyslexia)
-difficulties distinguishing phonemes (sounds)
ex: night rate ....nitrate

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Attention Deficit Disorder

Attention-deficit hyperactivity disorder (ADHD or AD/HD) is a developmental disorder.
-should be pervasive
-probably over diagnosed
-treated by stimulants or behavioral therapy

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beyond 2 word speech

flood gates open
-by age 3
-children say relatively short, whole word sentences
-know syntax

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two word speech

holophrastic
telegraphic
no use of inflections (dog not dogs)
understanding of word order

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holophrastic speech

single words stand for two phrases
ex: food=give me food

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motherese /baby talk

-infant directed language
-attention getting qualities (exaggerations of tone, loudness, expressions, etc)
-simplicity of what is said (easy to pronounce words, basic leave of meaning)

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early semantic development

disparity between comprehension and production
-one word stage at around 12 months
-over extensions (dog= only animal)
-under extensions (dog = poodle)
-mismatches ("oh see" = excitement)

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Dialect

by 1 year babies can already distinguish dialect

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phoneme development

basic sounds of language
-must both perceive and produce
-infants tuning into sounds of language throughout 1st year
-r & l discriminated by japanese babies but not adults
- ability to hear words

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methods used to study language development

-parental reports
-natural observations
-diaries (most developmental psychologists)
-experiments (wugs - test plurals. must use made up words)

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possible innate rules

-listen for subtle differences in sounds (phonemes) and pay attention to how they change meaning (unlike dogs who only hear s for sit)
-listen to word beginning/end that change meanings (dog v. dogs)
- pay careful attention to word order and try to maintain consistency
-listen for statistical correlations

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later pragmatic development (using language to communicate effectively)

assessing what you know and don't know
-role of egocentrism= child starts out with "the dog is blue" assuming we know what they're talking about
-appreciation of language as a tool of communication

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theories of language development

Behavioral theory: reinforcement (parents reinforce real words)
imitation theory: hear adults and just do it
hypothesis testing (LAD): Noam Chomsky: we must have a language acquisition device born with innate mechanism that evolved and guides us

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over regularization

grammatical error in early development
-mouses
-eated
-goed

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phonology

Phonology (from , phn, "voice, sound" and , lgos, "word, speech, subject of discussion") is the systematic use of sound to encode meaning in any spoken human language, or the field of linguistics studying this use.

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morphemes

free v. bound
free = bring
bound= bound to word to make it meaningful (bringing)

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semantic development

meaning of language

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Theory of mind

the ability to understand what others are thinking
-understand others have other states of mind then yours
-exhibited at age 4 or 5
-M&M's example

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metamemory

young children do not understand how memory works
-they don't rehearse items
-they don't understand limits of memory
-they don't use categorization and other mnemonics
-more generally, young children have more limited meta-cognitive or executive processing skills

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centration

Centration is the tendency to focus on one aspect of a situation and neglect others. A classic example is provided by an experiment in which a child watches while a number of objects are set out in a row and then moved closer together, and the child is asked whether there are now more objects, fewer objects, or the same number of objects. Most children in the pre-operational stage of development focus on the relative lengths of the rows without taking into account the fact that nothing has been added or tak

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authoritarian parenting

dictator, drill sergeant
-firm enforcement of rules
-shows anger and displeasure
-views child as basically antisocial
-often harsh and punitive punishment
-little positive support
-limited shared activities

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children of authoritarian parenting

-fearful and apprehensive
-moody and unhappy
-passively hostile
-vulnerable to stress
-at risk for depression
- alternates between aggression and withdrawal
-difficult adolescence-rebellion or depression

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permissive-indulgent parents

-rules not enforced
-rules not clearly communicated
-yields to coercion, nagging, whining
-few expectations for mature behavior
-hides impatience or anger
-ignores or accepts bad behavior
-yet, generally warm and loving
ex: ozzy osbourne

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children of permissive-indulgent parents

-impulsive and aggressive
-low in self-reliance
-lacking in self control
-quick to anger
-aimless
-often domineering
-immature
Ex: class clowns, selfish

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Neglectful parents (uninvolved)

-uncaring
-neglectful
-selfish
-inconsistent
-sometimes abusive
-sometimes leads to reportable abuse/neglect

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children of neglectful parents

often serious health and emotional problems

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authoritative parents

-rules and expectations are appropriate for age and ability of child
-rules are clearly communicated
-firm enforcement of rules and limits
-does not yield to coercion
-considers child's wishes and solicits opinions
-warm, involved, responsive
-participates and values joint activities
-promotes positive self regard
-educational standards set and enforced

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children of authoritative parents

-self reliant
-self-controlled
-cheerful and happy
-friendly
-copes well with stress
-cooperative with adults and other children
-achievement oriented
-generally popular with peers

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adolescence

a period of adjustment for children and parents
-physical changes
-cognitive changes
-cultural pressures and expectations

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physical dev't

hormonal changes
-growth spurts
-puberty
-impact of early vs. late maturation (effects guys more)
-body image issues
-sleep changes (biological)
-physical changes and self identfy

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babbling	-infants babble to practice consonant sounds and phonemes -cooing comes before babbling -Babbling begins at approximately 5 to 7 months of age, when a baby's noises begin to sound like phonemes
Concrete Operational Stage	The Theory of Cognitive Development, is a developmental stage theory first developed by Jean Piaget. -use of reversibility -Have ability to think operationally -decentered -coordinated thought -logic beyond perception -less egocentrism
Pre Operational stage	-illogical reasoning (sees 7 santa's but does not question it) -cannot use deductive logic (all men are mortal, socrates is a man, socrates is mortal aka reversibility) -use transductive logic (my mother is sick, so your mother must be sick) point by point -egocentrism (language, thought,emotion) -centered -lack of coordination - tied to perceptions( conservation) -lack the ability to think operationally (thought that is organized, logical and integrated
sensorimotor stage	The Sensorimotor Stage is the first of the four stages of cognitive development. "In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions." "An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

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sensorimotor sub-stages	stage 1: reflexes(sucking-classical conditioning) stage 2: repetitive motions (operant-skinner) stage 3: extended repetitive motions (ex:sitting in crib and banging it while looking around to see what havoc they caused), they realize they have an impact on the world and raises their level of awareness stage 4: old means-ends (they understand goals but all they can come up with is things they already know, limitations) stage 5: new means-ends (invention of new strategies to achieve goal: done through experim
4 major stages of dev't	they are: universal, hierarchically related, and invariant sensorimotor (b-2): understand world through sense and actions pre operational (2-7): language and mental images concrete operational (7-11): logical thinking and categories formal operations (11-15): hypothetical thinking and scientific reasoning
Assimilation	-people translate incoming information into a form they can understand ex: start out with scheme of grasping a ball, then they grasp a small box
Accomodation	-people change current knowledge structures in response to new experience(higher level thinking) ex: schema of grasping a ball, turns into assimilation of grasping a small box with turns into accomodation of picking up a large ball

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Piaget on Learning	process of adaptation to complex world
piaget on intelligence	a form of biological adaptation -individual differences are completely unimportant -IQ tests are pointless
piagets assumptions about children	-construct own knowledge in response to their experiences -intrinsically motivated to learn (curiosity is innate motivation)
Memory	recognition memory is good at an early age with little developmental change deliberate recall memory: adults much better than children

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what causes reading disabilities?	-visual perceptual problems (dyslexia) -difficulties distinguishing phonemes (sounds) ex: night rate ....nitrate
Attention Deficit Disorder	Attention-deficit hyperactivity disorder (ADHD or AD/HD) is a developmental disorder. -should be pervasive -probably over diagnosed -treated by stimulants or behavioral therapy
beyond 2 word speech	flood gates open -by age 3 -children say relatively short, whole word sentences -know syntax
two word speech	holophrastic telegraphic no use of inflections (dog not dogs) understanding of word order

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holophrastic speech	single words stand for two phrases ex: food=give me food
motherese /baby talk	-infant directed language -attention getting qualities (exaggerations of tone, loudness, expressions, etc) -simplicity of what is said (easy to pronounce words, basic leave of meaning)
early semantic development	disparity between comprehension and production -one word stage at around 12 months -over extensions (dog= only animal) -under extensions (dog = poodle) -mismatches ("oh see" = excitement)
Dialect	by 1 year babies can already distinguish dialect

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phoneme development	basic sounds of language -must both perceive and produce -infants tuning into sounds of language throughout 1st year -r & l discriminated by japanese babies but not adults - ability to hear words
methods used to study language development	-parental reports -natural observations -diaries (most developmental psychologists) -experiments (wugs - test plurals. must use made up words)
possible innate rules	-listen for subtle differences in sounds (phonemes) and pay attention to how they change meaning (unlike dogs who only hear s for sit) -listen to word beginning/end that change meanings (dog v. dogs) - pay careful attention to word order and try to maintain consistency -listen for statistical correlations
later pragmatic development (using language to communicate effectively)	assessing what you know and don't know -role of egocentrism= child starts out with "the dog is blue" assuming we know what they're talking about -appreciation of language as a tool of communication

Generated by Koofers.com

theories of language development	Behavioral theory: reinforcement (parents reinforce real words) imitation theory: hear adults and just do it hypothesis testing (LAD): Noam Chomsky: we must have a language acquisition device born with innate mechanism that evolved and guides us
over regularization	grammatical error in early development -mouses -eated -goed
phonology	Phonology (from , phn, "voice, sound" and , lgos, "word, speech, subject of discussion") is the systematic use of sound to encode meaning in any spoken human language, or the field of linguistics studying this use.
morphemes	free v. bound free = bring bound= bound to word to make it meaningful (bringing)

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semantic development	meaning of language
Theory of mind	the ability to understand what others are thinking -understand others have other states of mind then yours -exhibited at age 4 or 5 -M&M's example
metamemory	young children do not understand how memory works -they don't rehearse items -they don't understand limits of memory -they don't use categorization and other mnemonics -more generally, young children have more limited meta-cognitive or executive processing skills
centration	Centration is the tendency to focus on one aspect of a situation and neglect others. A classic example is provided by an experiment in which a child watches while a number of objects are set out in a row and then moved closer together, and the child is asked whether there are now more objects, fewer objects, or the same number of objects. Most children in the pre-operational stage of development focus on the relative lengths of the rows without taking into account the fact that nothing has been added or tak

Generated by Koofers.com

authoritarian parenting	dictator, drill sergeant -firm enforcement of rules -shows anger and displeasure -views child as basically antisocial -often harsh and punitive punishment -little positive support -limited shared activities
children of authoritarian parenting	-fearful and apprehensive -moody and unhappy -passively hostile -vulnerable to stress -at risk for depression - alternates between aggression and withdrawal -difficult adolescence-rebellion or depression
permissive-indulgent parents	-rules not enforced -rules not clearly communicated -yields to coercion, nagging, whining -few expectations for mature behavior -hides impatience or anger -ignores or accepts bad behavior -yet, generally warm and loving ex: ozzy osbourne
children of permissive-indulgent parents	-impulsive and aggressive -low in self-reliance -lacking in self control -quick to anger -aimless -often domineering -immature Ex: class clowns, selfish

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Neglectful parents (uninvolved)	-uncaring -neglectful -selfish -inconsistent -sometimes abusive -sometimes leads to reportable abuse/neglect
children of neglectful parents	often serious health and emotional problems
authoritative parents	-rules and expectations are appropriate for age and ability of child -rules are clearly communicated -firm enforcement of rules and limits -does not yield to coercion -considers child's wishes and solicits opinions -warm, involved, responsive -participates and values joint activities -promotes positive self regard -educational standards set and enforced
children of authoritative parents	-self reliant -self-controlled -cheerful and happy -friendly -copes well with stress -cooperative with adults and other children -achievement oriented -generally popular with peers

Generated by Koofers.com

adolescence	a period of adjustment for children and parents -physical changes -cognitive changes -cultural pressures and expectations
physical dev't	hormonal changes -growth spurts -puberty -impact of early vs. late maturation (effects guys more) -body image issues -sleep changes (biological) -physical changes and self identfy

Generated by Koofers.com

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