Lesson 5: First Three Years (Cognitive Devt)

Cards (94)

  • Behaviorist approach

    Studies the basic mechanics of learning; concerned with how behavior changes in response to experience
  • Psychometric approach

    Measures quantitative differences in abilities that make up intelligence by using tests that indicate or predict these abilities
  • Piagetian approach

    Looks at changes, or stages, in the quality of cognitive functioning; concerned with how the mind structures its activities and adapts to the environment
  • Information-processing approach

    Focuses on perception, learning, memory, and problem solving; how children process information from the time they encounter it until they use it
  • Cognitive neuroscience approach

    Seeks to identify what brain structures are involved in specific aspects of cognition
  • Social-contextual approach
    Examines the effects of environmental aspects of the learning process, particularly the role of parents and other caregivers
  • Classical Conditioning

    A person learns to make a reflex, or involuntary, response to a stimulus that originally did not bring about the response
  • Operant Conditioning

    Focuses on the consequences of behaviors and how they affect the likelihood of that behavior occurring again
  • Reinforcement
    Increasing a behavior
  • Punishment
    Decreasing a behavior
  • Early procedural knowledge and perceptual knowledge are not the same as the later explicit, language-based memories used by adults
  • At 2 months, baby can remember conditioned response for 2 days; at 18 months, they remember for 13 weeks
  • Marilu Henner can recall past events in almost photographic detail thanks to a highly superior autobiographical memory (HSAM), a rare condition that has been identified in only about 100 people in the world
  • Intelligent Behavior
    Presumed to be goal oriented and adaptive to circumstances and conditions of life, meaning it exists for the purposes of attaining a goal
  • Psychometric tests

    Score intelligence by numbers
  • Goals of psychometric testing

    • To measure quantitatively the factors that are thought to make up intelligence
    • To predict future performance (e.g., school achievement)
  • IQ (intelligence quotient) tests
    Consist of questions or tasks that are supposed to show how much of the measured abilities a person has by comparing that person's performance with norms established by a large group of test-takers who were in the standardization sample
  • Bayley Scales of Infant and Toddler Development
    Developmental test designed to assess children from 1 month to 3½ years
  • Scores on the Bayley-III indicate a child's competencies in each of five developmental areas

    • Cognitive
    • Language
    • Motor
    • Social-emotional
    • Adaptive behavior
  • Behavior Rating Scale
    Optional; done by the examiner, in part on the basis of information from the child's caregiver
  • Developmental Quotients (DQs)

    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
  • Home Observation for Measurement of the Environment (HOME)

    Trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child's home
  • HOME assesses the quality of the home environment with six subscales

    • Number of books and appropriate play materials
    • Parent's involvement with the child
    • Parental emotional and verbal responsiveness
    • Acceptance of the child's behavior
    • Organization of the environment
    • Opportunities for daily and varied stimulation
  • HOME inventory gives credit to the parent of an infant or toddler for caressing or kissing the child during an examiner's visit
  • Early Intervention
    A systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants', toddlers', and preschool children's developmental needs
  • Characteristics of the most effective early interventions
    • Start early and continue throughout the preschool years
    • Highly time-intensive
    • Center-based, providing direct educational experiences, not just parental training
    • Comprehensive approach, including health, family counseling, and social services
    • Tailored to individual differences and needs
  • Schemes
    Organized patterns of thought and behavior
  • Circular Reactions
    Process when an infant learns to reproduce events originally discovered by chance
  • Representational Ability
    The ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental pictures
  • Substages of Piaget's Sensorimotor Stage

    • Use of Reflexes
    • Primary Circular Reactions
    • Secondary Circular Reactions
    • Coordination of Secondary Schemes
    • Tertiary Circular Reactions
    • Mental Combinations
  • Imitation
    Invisible imitation develops around 9 months; deferred imitation begins after development of mental representations in the sixth substage (18–24 months)
  • Types of Imitation
    • Visible Imitation
    • Invisible Imitation
    • Deferred Imitation
  • By 9 months, more than 40 percent of infants can reproduce two steps, such as dropping a toy car down a vertical chute and then pushing a car with a rod to make it roll to the end of a ramp and turn on a light
  • By 14 months, infants show preferences about whom they imitate from (more likely to imitate from people who speak the same language they do)
  • By 15 months, infants show a bias toward imitating a peer; however, this switches to a bias toward imitating an adult at 24 months
  • By 4 years, children are more likely to imitate those who are the same gender they are
  • Object Permanence
    The realization that something continues to exist when out of sight
  • Symbolic Development
    The growth of pictorial competence [the ability to understand the nature of pictures]
  • 12- to 18-month old children were better able to imitate an adult's actions when they saw an adult performing the action in front of them than when they saw a video of the same thing
  • Scale Error
    A momentary misperception of the relative sizes of objects; caused by lack of impulse control