Term
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Definition
-Piaget's first stage
-spans first 2 years of life
-Piaget believed that infants & toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment |
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Term
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Definition
| organized ways of making sense of experience |
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Term
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Definition
-involves stumbling onto a new experience caused by the baby's own motor activity
-as the infant tries to repeat the event again and again, a sensorimotor response that first occurred by chance becomes strengthened into a new scheme |
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Term
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Definition
-Understanding that objects continue to exist when out of sight
-infants exhibit this understanding when they retrieve hidden toys |
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Term
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Definition
| 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). |
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Term
| Violation-of-expectation method |
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Definition
-used by researchers to discover what young infants know about hidden objects and other aspects of physical reality
-researchers may habituate babies to a physical event to familiarize them with a situation in which their knowledge will be tested.
-researchers may show babies an expected event (one that follows physical laws) and an unexpected event (a variation of the first event that violates physical laws). Heightened attention to 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 |
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Term
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Definition
-internal depictions of information that the mind can manipulate
-images: mental pictures of objects, people, and spaces
-concepts: categories in which similar objects or events are grouped together
-according to Piaget's theory, infants lead purely sensorimotor lives, unable to mentally represent experience until about 18 months of age |
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Term
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Definition
-the longer we hold information in working memory, the more likely it will transfer to the long-term memory
-third, and largest, storage area
-stores information permanently |
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Term
| working (short-term) memory |
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Definition
| holds limited amount of information that is worked on to facilitate memory and problem solving |
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Term
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Definition
-conscious part of the mind
-coordinates incoming information with information in the system
-controls attention
-selects, applies, and monitors the effectiveness of strategies |
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Term
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Definition
-simplest form of memory
-noticing when a stimulus is identical or similar to one previously experienced (ex. multiple choice) |
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Term
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Definition
-involves remembering something not present (ex. essay question)
-infants are capable of recall by the end of their first year, indicated by their ability to find hidden objects and to imitate others' actions long after observing the behavior |
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Term
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Definition
| -most of us cannot retrieve events that happened to us before age 3 |
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Term
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Definition
| -we can recall many personally meaningful one-time events from both the recent and the distant past (birth of a sibling, a birthday party, or a move to a new house) |
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Term
| Zone of proximal development |
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Definition
-range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners
-Vygotskian sociocultural theory
-through joint activities with more mature members of their society, children master activities and think in ways that have meaning in their culture |
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Term
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Definition
-Language Acquisition Device: an innate system that contains a universal grammar, or a set of rules common to all languages
-enables children, no matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words |
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Term
| Interactionist perspective (language development) |
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Definition
-language development is influenced by its communicative function
-children strive for communication which cues adults to provide appropriate language experiences |
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Term
| child-directed speech (CDS) |
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Definition
-Warm and affectionate tone, high pitch, extreme intonation, and slower speech with exaggerated facial expressions
-common, but not universal |
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Term
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Definition
| around 2 months, babies begin to make vowel-like noises, called cooing because of their pleasant "oo" quality |
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Term
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Definition
| -at around 6 months, infants repeat consonant-vowel combinations in long strings, such as "bababa" or "nanana" |
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Term
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Definition
| -when toddlers first learn words, they often apply them too narrowly |
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Term
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Definition
| a more common error as vocabulary expands: applying a word to a wider collection of objects and events than is appropriate (using "car" for buses, trains, trucks) |
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Term
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Definition
-once toddlers produce about 200 words, they start to combine two words "mommy shoe" or "go car"
-two-word utterances that focus on high-content words, omitting smaller, less important ones |
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Term
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Definition
| one word used to convey an entire phrase |
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Term
| Rovee-Collier mobile study |
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Definition
in the first few months, babies categorize stimuli on the basis of shape, size, color, and other physical properties. By 6 months, they can categorize on the basis of two correlated features (ex. the shape and color of the alphabet letter)
-this ability to categorize using clusters of features prepares babies for acquiring many complex everyday categories |
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