Ch.9 Early Childhood Cognitive and Language Development
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26 terms
Terms | Definitions |
|---|---|
 functional relationships | what normally accompanies or is normally associated with what. |
| theory of mind | behavior based on understanding of the beliefs of ther other |
| metacognition | ability to think about thinking and other cognitive processes |
| classify | ability to sort objects |
| decenter | focus on more than one aspect or dimension of a problem at a time |
| preoperational stage | (2-7 years) child is capable of performing certain mental actions or reasoning processes that school-age children, teens, and adults can perform |
| conservation | preschooler fails to correctly solve conservation problems because of an inability to deduce the only reasonable conclusion possible |
| false-belief task | a problem that requires accurate prediction of how another perosn will behave if that other person has incorrect information |
| appearance-reality distinction | difficulty distinguishing between an object's present appearance and its actual qualities (or essence) difficult for three year olds, six year olds have little difficulty |
| egocentric | not able to understand another person's perspective of the world, put themself in the shoes of another |
| animistic | a result of the inability to appreciate the concept of the nature or essence of things; an inability to understand what is fundamentally constitutional to something, what cannot be deleted from something without alterin its nature, and without which that someone ceases to itself. |
| social construction | that perspective that much, if not most learning occurs during social interactions, not commonly in an activity setting in which others are participating |
| activity setting | characterized by a shared focus of attention and common goal, with learning incidentally as a result of participation. For example: pulling weeds with two older siblings. |
| neostructuralist (neo-Piagetian) theories | theories of cognitive development based on the general notion of stage-like development, but which focuses on more precise areas of thinking and mechanisms of development than Piaget's original theory proposed. Levels of cognitive development are not seen as grand, all-pervasive stages that affect every mental activity, it is believed there are predictable concurrent, but independent stages but different cognitive functions. |
| morphemes | the smallest meaningful unit of language, including words, prefixes, suffixes, and verb-tense modifiers |
| generative rules | syntax rules that allow speakers to generate new sentences almost infinitely by applying them to new morphemes. |
| holophrases | one word utterances that are attempts to communicate more than what is contained in the one word |
| duos | two word sentences that ignore syntax. ex: baby cry, eat cookie |
| telegraphic speech | children's earliest sentences, syntax may be employed in thier construction, but less informative words are omitted such as articles. |
| overgeneralizations | utterances in which a child uses a regular but wrong grammatical form instead of an irregular but correct form. for example, "I runned to the store" |
| Language acquisition device (LAD) | in Noam Chomsky's theory of language development, a term that refers to the innate processes of language acquistion |
| infant-directed speech | simplified language used when interacting with an infant |
| recasting | rephrasing or restating an utterance expressed by a preschool child in a more mature correct way. For example if child says "MommyI I goed to the store with Dad!", mother might relply, "Oh, you went to the store with Dad, did you?" |
| American SIgn Language (ASL) | a system of gestures used in place of oral language by individuals with hearing impairments |
| inner speech | monologues preschoolers have with themselves to guide thier thinking. Usually conducted aloud, but gradually they become internalized. |
| developmentally appropriate practices | places established to facilitate a child's learning at various developmental stages |
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