1
Q
Basic principles of Piaget’s theory
A
- child is an active participant in their own development
- children as little scientists
- create schemas and alter them by assimilation or accomodation
2
Q
Assimilation
A
- new experiences incorporated into existing theory
- when new information fits the schema
3
Q
Accommodation
A
- existing theories are modified based on experience
- when new information doesn’t fit the schema
4
Q
Memory in infants
A
- babies remember events for days and weeks
- cued recall works in infants
- need sense of self and language to be able to encode autobiographical memories
5
Q
Infantile amnesia
A
- most of us cannot retrieve events from before age 3
- bc babies don’t have sense of self or language
6
Q
Numerosity
A
- understanding numbers
- can use violation of expectancy to test this (bunnies behind a screen)
- or test of quantity
- easier for babies to tell differences between numbers when it’s a 1:2 ratio
7
Q
Allocentric spatial reference frame
A
- location of objects in relation to other objects
- can test in rats, allocentric frame if they find platform in pool regardless of starting point
8
Q
Egocentric spatial reference frame
A
- location of objects in relation to me
- infants use this at first
- can cause issues if you change orientation (think C1 elevators)
9
Q
Bayley scales of infant development
A
- Cognitive scale (recognizing objects, object permanence, pretend play)
- Language scale (understanding/expression of language)
- Motor scale (gross and fine motor skills)
- Social-emotional scale (ask caregivers ab ease of calming, social responsiveness)
- Adaptive behavior scale (ask ab self care, self-control, rule following, etc)
10
Q
Language in babies
A
- babies start using gestures (ie pointing) around first birthday
- young babies can hear phonemes that are not in their language
- infants can identify individual words
11
Q
Naming explosion
A
- 18 months
- child starts naming things at rapid rate
12
Q
Fast mapping
A
- direct reference or novel mapping
- direct reference: child generalizes between objects that look the same
- novel mapping: using knowledge about known objects to infer info ab new ones
13
Q
Overextension
A
- mistake in fast mapping
- word is defined too broadly (overgeneralization)
- eg all small round red things are apples
14
Q
Underextension
A
- mistake in fast mapping
- eg only basketballs, soccer balls, and baseballs are balls (not football)
15
Q
Referential style of learning language
A
- intellectual tool
- easily label/name objects
- tend to interact more w adults than peers
- use more single words and gradually build on them
- to support: build on what they say
16
Q
Expressive style of learning language
A
- social tool
- often speak in ways that are unintelligible
- talk to adults and peers
- use fewer nouns, language used to express feelings and needs and to socialize
- often lump two words together (stopit, allgone)
- to support: adjust speech to emphasize certain words (to help separate them)
17
Q
Adaptation
A
- building schemas through direct interaction with the environment
- eg babies banging stuff
18
Q
Sensorimotor stage
A
- first stage of Piaget’s stages of cognitive development
- birth to 2 years
- gather info from senses, learn how to move body, develop object permanence
19
Q
Preoperational stage
A
- second stage of Piaget’s stages of cognitive development
- 2 to 7 years
- pretend play, learn words symbolize objects
- egocentric (can’t think ab perspective of others)
- develop mental representations at end of stage
20
Q
Concrete operational stage
A
- third stage of Piaget’s stages of cognitive development
- 7 to 11 years
- learn conservation (water glass experiment)
- can start reasoning ab mathematics
- can classify objects into sets
21
Q
Formal operational stage
A
- fourth stage of Piaget’s stages of cognitive development
- 11 to 15 years
- abstract concepts, hypotheses
- moral reasoning
22
Q
Six substages of Sensorimotor development
A
- Simple reflexes (1 month)
- First habits and primary circular reactions (1 to 4 months) – recreate pleasing events
- Secondary circular reactions (4 to 8 months) – circular reactions w objects
- Coordination of secondary circular reactions (8 to 12 months) – means to an end
- Tertiary circular reactions (12 to 18 months) – experimenting eg drop diff objects
- Beginnings of thought (18 months to 2 years) – mental representation
23
Q
Object permanence
A
- Piaget thought 1-4 month olds do not have object permanence
- Piaget: 8-10mo have some understanding (A not B search error) and 12mo master object permanence
- but infants as young as 4 1/2mo have been shown to have object permanence in different circumstances
24
Q
Naïve theories
A
- children’s reasoning about objects, people, and morals
- naïve physics (3-4mo): objects cannot go through walls and move in continuous paths
- naïve physics (6 months): objects move when collided with
- naïve biology: only animate objects eat and drink; might think computer is sick with a virus
25
Information processing theory
- people, like computers, are symbol processors
- mental hardware: sensory, working, and long-term memory
mental software: mental programs that allow us to perform mental tasks
- involves encoding, storage, and retrieval
26
Central executive
- part of model of working memory (info processing theory)
- conscious part of the mind
- coordinates incoming info w info in system
- controls attention
- selects, applies, and monitors strategies
27
Orienting response
- method of infant learning
| - physical reaction (eg turn towards noise)
28
Habituation
- method of infant learning
| - state of diminished responding due to repeated exposure
29
Dishabituation
- method of infant learning
| - state of re-orientation
30
Infant-directed speech
speaking slowly in exaggerated changes of pitch and loudness when communicating with babies
31
Cooing
- first step of speech development
- around 2 months
- sounds like ooooo or ahhhh
32
Babbling
- second step of speech development
- 5 to 6 months
- one syllable speech sounds
PSYC 304
flashcards
Decks in class (9)
# Cards
