chp 4

• Pre-operational stage: Second stage, 2-7 years old, children are able to use symbols and engage in logical thinking
• Cognitive development


  Examining how language develops over the first two years of life
• Social development 


  Studying the characteristics of children's friendships change as they age
• Cognitive development


  Studying the development of memory from infancy to childhood
• Social cognition 


  Studying how children process and interpret the behaviors of their peers at school
• Social Cognition


  Examining how children come to understand that their thoughts and feelings may differ from those of their peers
• The primary characteristic of the period of the zygote is rapid cell division
• Ectopic pregnancy

  Pregnancy that results from the implantation of the blastocyst into one of the fallopian tubes instead of uterine wall
• How is an ectopic pregnancy problematic?

  The fallopian tube cannot expand to support a growing zygote or contract during childbirth
• Monozygotic twins: identical twins, 100% shared genetics, During conception, one egg was fertilized by one sperm and then splits into two seperate cells with identical DNA
• Dizygotic twins: Fraternal twins, occurs when two eggs are each fertilized by seperate sperm cells. 50% shared genetics.
• Cephalocaudal: development occurs from top down
• Proximodistal: development occurs from internal to extremities
• Period of fetus: 9 week-birth. Characterized by refinements and finishing touches as well as significant growth. Fetal brains develop the sulci and gyri 
• constructivist: children are contributors to their own learning—that is, they construct their own knowledge
• Assimilation:  individuals encounter information that is similar to what they have in their existing cognitive structures
• Accommodation: child creates a new cognitive structure to account for information that does not fit elsewhere
• Equilibration: when cognitive structures agree with external realities
• Disequilibration: cognitive structures do not agree with external realities
• Sensorimotor: 0-2 years, Learns about the world largely through motor abilities
• Preoperational: 2-7 years, Can mentally represent the past, but experiences issues with animism and egocentrism; routinely fails at conservation tasks
• Concrete operational: 7-11 years, Reasons well about concrete events and routinely passes conservation tasks; still experiences difficulty thinking and reasoning abstractly
• Formal operational: 12 and up, Able to think and reason about hypothetical situations and/or abstract problems
• whats the first substage?

  Birth to 1 month, Infants relate to the world using reflexes.
• Whats the second substage?


  1 to 4 months, engage in primary circular reactions, or repeated actions on own bodies.
• Whats the fourth substage?

  8 to 12 months, Object permanence is achieve, combine secondary circular reactions
• Whats the fifth substage?

  12 to 18 months, engage in tertiary circular, title of "little scientists."
• Whats the sixth substage?

  18 to 24 months, engage in mental representation, remember and act on past experiences.
• Object permanence—they do not realize that objects exist when they cannot be seen
• mental representation: infants remember and re-enact situations and events that happened previously.
• identity, occurs when children realize that the transformations they observe do not alter the medium in any meaningful way
• compensation, occurs when children recognize that the imposed changes cancel each other out
• inversion: they realize that each of the processes imposed in conservation tasks is reversible
• Zone of proximal development


  distance between what a child can accomplish on their own and what they can accomplish with assistance
• egocentric speech


  talking to themselves out loud to help them solve difficult problems
• Imprinting suggests that young organisms may be biologically predisposed to form relationships with the adults of their species.
• securely attached: emotional closeness and a healthy level of independence and exploration
• Insecure-resistant: being clingy after the parents returns; may be born out of inconsistent parents responsiveness
• Insecure-avoidant: avoidance of primary caregiver upon reunion after seperation; may be born out of parental disengagement with the infant
• disorganized attachment: fear and dissociation in wanting to both approach and avoid an attachment figure; may be born out of parent abuse