Chapter 5 - Cognitive Development during the First Three Years

Question 1

Approach to the study of cognitive development that is concerned with basic mechanics of learning.

Answer 1

behaviorist approach

Question 2

Approach to the study of cognitive development that seeks to measure intelligence quantitatively.

Answer 2

psychometric approach

Question 3

Approach to the study of cognitive development that describes qualitative stages in cognitive functioning.

Answer 3

Piagetian approach

Question 4

Approach to the study of cognitive development that analyzes processes involved in perceiving and handling information.

Answer 4

information-processing approach

Question 5

Approach to the study of cognitive development that links brain processes with cognitive ones.

Answer 5

cognitive neuroscience approach

Question 6

Approach to the study of cognitive development that focuses on environmental influences, particularly parents and other caregivers.

Answer 6

social-contextual approach

Question 7

Learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

Answer 7

classical conditioning

Question 8

Learning based on association of behavior with its consequences.

Answer 8

operant conditioning

Question 9

Babies were able to use contextual cues to retrieve memories

Answer 9

Infant Memory

Question 10

Behavior that is goal-oriented and adaptive to circumstances and conditions of life.

Answer 10

intelligent behavior

Question 11

Psychometric tests that seek to measure intelligence by comparing a test-taker’s performance with standardized norms.

Answer 11

IQ (intelligence quotient) tests

Question 12

Standardized test of infants’ and toddlers’ mental and motor development.

Answer 12

Bayley Scales of Infant and Toddler Development

Question 13

Are most commonly used for early detection of emotional disturbances and sensory, neurological, and environmental deficits and can help parents and professionals plan for a child’s needs.

Answer 13

developmental quotients (DQs)

Question 14

Instrument to measure the influence of the home environment on children’s cognitive growth.

Answer 14

Home Observation for Measurement of the Environment (HOME)

Question 15

Systematic process of providing services to help families meet young children’s developmental needs.

Answer 15

early intervention

Question 16

Piaget’s first stage in cognitive development, in which infants learn through senses and motor activity.

Answer 16

sensorimotor stage

Question 17

what is the 6 substage of piaget’s sensorimotor stage of cognitive development

Answer 17

1. use of reflexes
2. primary circular reactions
3. secondary circular reactions
4. coordination of secondary scheme
5. tertiary circular reactions
6. mental combinations

Question 18

Infants exercise their inborn reflexes and gain some control over them. They do not coordinate information from their senses

Answer 18

use of reflexes

Question 19

Infants repeat pleasurable behaviors that first occur by chance (such as thumbsucking). Activities focus on the infant’s body rather than the effects of the behavior on the environment. Infants develop first acquired adaptations. They begin to coordinate sensory information and grasp objects.

Answer 19

Primary circular reactions

Question 20

Infants become more interested in the environment; they repeat actions that bring interesting results and prolong interesting experiences. Actions are intentional but not initially goal directed.

Answer 20

Secondary circular reactions

Question 21

Behavior is more deliberate and purposeful as infants coordinate previously learned schemes and use previously learned behaviors to attain their goals. They can anticipate events.

Answer 21

Coordination of secondary schemes

Question 22

Toddlers show curiosity and experimentation; they purposefully vary their actions to see results. They actively explore their world to determine what is novel about an object, event, or situation. They try new activities and use trial and error in solving problems.

Answer 22

Tertiary circular reactions

Question 23

Because toddlers can mentally represent events, they can think about events and anticipate their consequences without always resorting to action. Toddlers begin to demonstrate insight. They can use symbols, such as gestures and words, and can pretend.

Answer 23

Mental combinations

Question 24

Piaget’s term for organized patterns of thought and behavior used in particular situations.

Answer 24

schemes

Question 25

Piaget’s term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance.

Answer 25

circular reactions

Question 26

Piaget’s term for capacity to store mental images or symbols of objects and events.

Answer 26

representational ability

Question 27

In Piaget’s View, Invisible imitation develops around 9 months; deferred imitation begins after development of mental representations in the sixth substage (18–24 months).

Answer 27

Imitation

Question 28

In Piaget’s View, Develops gradually between the third and sixth substage.

Answer 28

Object permanence

Question 29

In Piaget’s View, Depends on representational thinking, which develops in the sixth substage (18–24 months).

Answer 29

Symbolic development

Question 30

In Piaget’s View, Depends on representational thinking, which develops during the sixth substage (18–24 months).

Answer 30

Categorization

Question 31

In Piaget’s View, Develops slowly between 4–6 months and 1 year, based on an infant’s discovery, first of effects of own actions and then of effects of outside forces.

Answer 31

Causality

Question 32

In Piaget’s View, Depends on use of symbols, which begins in the sixth substage (18–24 months).

Answer 32

Number

Question 33

Piaget’s term for reproduction of an observed behavior after the passage of time by calling up a stored symbol of it.

Answer 33

deferred imitation

Question 34

The understanding that objects have independent existence, characteristics, and locations in space.

Answer 34

Object Concept

Question 35

Piaget’s term for the understanding that a person or object still exists when out of sight.

Answer 35

object permanence

Question 36

the ability to understand the nature of pictures

Answer 36

pictorial competence

Question 37

a momentary misperception of the relative sizes of objects

Answer 37

scale error

Question 38

Proposal that children under age 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time.

Answer 38

dual representation hypothesis

Question 39

Type of learning in which familiarity with a stimulus reduces, slows, or stops a response.

Answer 39

habituation

Question 40

Increase in responsiveness after presentation of a new stimulus.

Answer 40

dishabituation

Question 41

Tendency of infants to spend more time looking at one sight than another.

Answer 41

visual preference

Question 42

infants prefer new sights to familiar ones

Answer 42

novelty preference

Question 43

Ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time.

Answer 43

visual recognition memory

Question 44

Ability to use information gained by one sense to guide another.

Answer 44

cross-modal transfer

Question 45

A shared attentional focus, typically initiated with eye gaze or pointing.

Answer 45

joint attention

Question 46

Four core cognitive domains appear to be associated with later IQ

Answer 46

attention, processing speed, memory, and representational competence

Question 47

According to Piaget, the ability to group things into categories does not appear until around 18 months

Answer 47

Categorization

Question 48

The principle that one event causes another

Answer 48

Causality

Question 49

Research method in which dishabituation to a stimulus that conflicts with experience is taken as evidence that an infant recognizes the new stimulus as surprising.

Answer 49

violation-of-expectations

Question 50

Examines the hardware of the central nervous system to identify what brain structures are involved in specific areas of cognition.

Answer 50

cognitive neuroscience approach

Question 51

2 Long-term memory systems

Answer 51

Implicit and Explicit

Question 52

Unconscious recall, generally of habits and skills; sometimes called procedural memory.

Answer 52

implicit memory

Question 53

Intentional and conscious memory, generally of facts, names, and events.

Answer 53

explicit memory

Question 54

Short-term storage of information being actively processed.

Answer 54

working memory

Question 55

study how cultural context affects early social interactions that may promote cognitive competence

Answer 55

Social-Contextual Approach

Question 56

Adult’s participation in a child’s activity that helps to structure it and bring the child’s understanding of it closer to the adult’s.

Answer 56

guided participation

Question 57

Communication system based on words and grammar.

Answer 57

language

Question 58

Forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and accidental and deliberate imitation of sounds without understanding their meaning.

Answer 58

prelinguistic speech

Question 59

a newborn’s first means of communication

Answer 59

crying

Question 60

Between 6 weeks and 3 months, babies start ___ when they are happy—­ squealing, gurgling, and making vowel sounds like “ahhh.”

Answer 60

cooing

Question 61

repeating consonant-vowel strings, such as “mama-ma-ma”—occurs between ages 6 and 10 months and is often mistaken for a baby’s first word.

Answer 61

Babbling

Question 62

Single word that conveys a complete thought.

Answer 62

holophrase

Question 63

Early form of sentence use consisting of only a few essential words.

Answer 63

telegraphic speech

Question 64

Rules for forming sentences in a particular language.

Answer 64

syntax

Question 65

Use of elements of two languages, sometimes in the same utterance, by young children in households where both languages are spoken.

Answer 65

code mixing

Question 66

Changing one’s speech to match the situation, as in people who are bilingual.

Answer 66

code switching

Question 67

children learn language through the process of operant conditioning

Answer 67

Classic learning theory

Question 68

Babies imitate sounds that they hear adults make and, again, are reinforced for doing so.

Answer 68

Social Learning Theory

Question 69

Theory that human beings have an inborn capacity for language acquisition.

Answer 69

nativism

Question 70

In Chomsky’s terminology, an inborn mechanism that enables children to infer linguistic rules from the language they hear.

Answer 70

language acquisition device (LAD)

Question 71

language exposure helps shape the developing brain, and then the developing brain helps the infant learn language.

Answer 71

Brain Development

Question 72

Language is a social act and it requires interaction.

Answer 72

Social Interaction

Question 73

Form of speech often used in talking to babies or toddlers; includes slow, simplified speech, a high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repetition; also called parentese or motherese.

Answer 73

child-directed speech (CDS)