DVP - Chapter 5

• Approach to the study of

  cognitive development that is concerned with basic

  mechanics of learning.

  Behaviorist Approach
• Approach to the study of

  cognitive development that seeks to measure intelligence

  quantitatively.

  Psychometric Approach
• Approach to the study of

  cognitive development that describes qualitative stages

  in cognitive functioning.

  Piagetian Approach
• Approach to the study of

  cognitive development that analyzes processes involved

  in perceiving and handling information.

  Information-Processing Approach
• Approach to the

  study of cognitive development that links brain processes

  with cognitive ones.

  Cognitive Neuroscience Approach
• Approach to the study of

  cognitive development that focuses on environmental

  influences, particularly parents and other caregivers.

  Social Contextual Approach
• Learning based on associating

  a stimulus that does not ordinarily elicit a response with

  another stimulus that does elicit the response.

  Classical Conditioning
• Learning based on association

  of behavior with its consequences. Learning based on

  reinforcement or punishment.

  Operant Conditioning
• Behavior that is goal oriented

  and adaptive to circumstances and conditions of life.

  Intelligent Behavior
• Psychometric tests

  that seek to measure intelligence by comparing a test

  taker’s performance with standardized norms.

  Intelligent Quotient (IQ) Tests
• Standardized test of infants’ and toddlers’ mental and motor development.

  Bayley Scales of Infant and Toddler Development
• Instrument to measure the

  influence of the home environment on children’s

  cognitive growth.

  Home Observation for Measurement of the Environment.
• Systematic process of providing

  services to help families meet young children's developmental needs.

  Early Intervention
• Piaget’s first stage in cognitive

  development, in which infants learn through senses and

  motor activity.

  Sensorimotor Stage
• Piaget's term for organized patterns of

  thought and behavior used in particular situations.

  Schemes
• Piaget’s term for processes by

  which an infant learns to reproduce desired occurrences

  originally discovered by chance.

  Circular Reactions
• Piaget’s term for capacity to

  store mental images or symbols of objects and events.

  Representational Ability
• Piaget’s term for the

  understanding that a person or object still exists when

  out of sight.

  Object Permanence
• Piaget’s term for reproduction of

  an observed behavior after the passage of time by

  calling up a stored symbol of it.

  Deferred Imitation
• 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.

  Dual Representation Hypothesis
• Type of learning in which familiarity

  with a stimulus reduces, slows, or stops a response.

  Habituation
• Increase in responsiveness after

  presentation of a new stimulus.

  Dishabituation
• Tendency of infants to spend more

  time looking at one sight than another.

  Visual Preference
• Ability to distinguish a

  familiar visual stimulus from an unfamiliar one when

  shown both at the same time.

  Visual Recognition Memory
• A shared attentional focus, typically

  initiated with eye gaze or pointing.

  Joint Attention
• Ability to use information

  gained by one sense to guide another.

  Cross-Modal Transfer
• 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.

  Violation of Expectations
• Unconscious recall, generally of

  habits and skills; sometimes called procedural memory.

  explicit memory.

  Implicit Memory
• Memory; generally of facts, names, and events.

  Intentional and Conscious Memory
• Short-term storage of information

  being actively processed.

  Working Memory
• Approach to the study

  of cognitive development that focuses on

  environmental influences, particularly parents and

  other caregivers.

  Social-Contextual Approach
• Adult’s participation in a

  child’s activity that helps to structure it and bring the

  child’s understanding of it closer to the adults.

  Guided Participation
• Communication system based on words

  and grammar.

  Language
• Theory that human that human beings

  have an inborn capacity for language acquisition.

  Nativism
• In Chomsky’s

  terminology, an inborn mechanism that enables

  children to infer linguistic rules from the language they

  hear.

  Language Acquisition Device (LAD)
• 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.

  Prelinguistic Speech
• Verbal expression designed to

  convey meaning. holophrase Single word that conveys a

  complete thought.

  Linguistic Speech
• Early form of sentence use

  consisting of only a few essential words. Syntax Rules

  for forming sentences in a particular language.

  Telegraphic Speech
• Use of elements of two languages,

  sometimes in the same utterance, by young children in

  households where both languages are spoken.

  Code Mixing
• Changing one’s speech to match the

  situation, as in people who are bilingual.

  Code Switching