CHDV Exam 2 (ch 6)
Order by
11 terms
Terms | Definitions |
|---|---|
 Piaget's stage of sensorimotor development | 1.) Refelxive schemes (birth - 1 month) 2.) Primary circular reactions (1-4 months) 3.) Secondary circular reactions (4-8 months) 4.) Coordination of secondary circular reactions (8-12 months) 5.) Tertiary circular reactions (12-18 months) 6.) Mental representation (18 months-2 years) |
| assimilation versus accommodation | we use our current schemes to interpret the external world; we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely |
| sensorimotor development | Stage: spans the first two years of life. Piaget believed that infants and toddlers "think" with their eyes, ears, hands and other sensorimotor equipment. They cannot yet carry out many activities inside their heads. Schemes, adaptation, assimilation, accommodation, organization, circular reaction... |
| violation-of-expectation method | They may habituate babies to a physical event (expose them to the event until their looking declines) to familiarize them with a situation in which their knowledge will be tested. Or they may simply show babies an expected event (one that is consistent with reality) or an unexpected event (a variation of the first event that violates reality). Heightened attention to the unexpected event suggests that the infant is "surprised" by a deviation from physical reality and, therefore, is aware of that aspect of the physical world. |
| information-processing systems and memory | the sensory register; working, or short-term memory; and long-term memory |
| Mental Strategies | How do infants learn and retain information? |
| What does Vygotsky's sociocultural theory emphasize? | That children live in rich social and cultural contexts that affect the way their cognitive world is structured |
| scaffolding | Adjusting the support offered during a teaching session to fit the child's current level of performance |
| operant conditioning | Infants act, or operate, on the environment, and stimuli that follow their behavior change the probability that the behavior will occur again. A stimulus that increases the occurrence of a response is called a reinforcer. Removing a desirable stimulus or presenting an unpleasant one to decrease the occurrence of a response is called punishment. |
| know the limits of Chomsky's nativist perspective | Universal grammar, assumption that grammatical knowledge is innately determined |
| At what age do children begin to show preferences for child-directed speech? | From birth on, infants prefer this over other kinds of adult talk, and by 5 months they are more emotionally responsive to it. |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.