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Strong and informative cues about the infant's current state. |
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Reflects stable, biologically differences in behavior that affect the child's interactions with social and physical environment. |
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Specific, lasting, social relationships with others. |
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Joy, surprise, sadness, anger, fear, shyness. |
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Embarrassment, pride, shame, guilt, envy. |
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Seeking out another person's perception of a situation to help us form our own view of it. |
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- Looking at someone else. - Associating response with the situation. - Regulating own response. |
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3 Components of Social Referencing |
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First view of attachment. |
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Indiscriminate attachment |
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No particular preference for caregiver. |
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- Initial preattachment. (Birth - 3 months) - Attachment in the making. (3-4) - Clear-cut attachment. (6-7) |
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Play and explore when caregiver is present, become visibly upset when she leaves, calms quickly when she returns. |
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Anxious/Ambivalent attachment |
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Show anxiety even when the caregiver is near, protest excessively when she leaves, not comforted when she returns. |
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Seeks little contact with caregiver, not distressed when she leaves, avoids contact when she returns. |
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Making the sounds of language. |
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Referential language style |
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Uses language primarily to label objects in the environment. |
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Expressive language style |
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Uses language primarily for engaging in social interactions. Uses more pronouns and words in social routines. Most children use this. |
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Extending the meaning of one word to refer to things and actions for which they have no words yet. |
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Brief expressions that have the meaning of sentences. |
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Single words used to express complex meanings. |
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The average number of morphemes used in a sentence. |
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Varying inflection, speed, and word choice when talking with infants. |
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Conversational give-and-take. |
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Nonverbal support of communication. |
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An item that has been changed can return to its original state by reversing the process (e.g., letting the air out of a ball) |
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Items can belong to multiple categories (e.g., mommy is a woman, a daughter, a sister, and a mother) |
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Using symbols to represent objects and relationships among them. |
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Years when child can determine if something is false. |
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The Appearance-Reality Distinction |
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Definition
Knowing the difference between reality and fantasy or misleading appearances. |
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Process whereby the child quickly attaches a new word to its appropriate concept. |
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Assume that words refer to whole objects and not to their component parts or characteristics. |
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Assume objects only have one label. |
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Year of grammar explosion |
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At younger ages they tend to apply the rules rather strictly, not allowing for exceptions. This leads to errors such as incorrect past tense and pluralization use (e.g., sheeps) |
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The ability to focus on multiple parts of a problem at once. |
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The ability to arrange items in a sequenced order according to particular properties (e.g., tallest to shortest) |
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Builds on seriation; requires combining two relations to derive a third relation (e.g., Bob > Sam and Sam > Bill so Bob > Bill) |
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The ability to differentiate subclasses of objects. |
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Evaluative judgments about specific characteristics, physical appearance, and cognitive ability. |
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Global assessment of self-worth |
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Refers to concrete external traits |
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Discriminate between men and women. |
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Recognition that people retain their sexes for a lifetime |
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Recognition that people’s sex does not change even if their clothing and behavior is inconsistent with stereotypical expectations |
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Term
1. Moral Realism 2. Autonomous Morality |
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Definition
Piaget's Theory of Moral Development Stages |
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