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Experience Expectant
Brain's readiness for specific environmental inputs.
Sensitive Period
Critical time for developing certain skills.
Experience Dependent
Learning that requires active engagement and practice.
Monozygotic Twins
Identical twins from a single zygote.
Dizygotic Twins
Fraternal twins from separate zygotes.
Twin Studies
Research comparing similarities in twins to assess genetics.
Genotype
Genetic makeup of an individual.
Phenotype
Observable traits resulting from genotype and environment.
Phenylketonuria (PKU)
Genetic disorder affecting phenylalanine metabolism.
Chromosome 12
Location of the gene related to PKU.
Intellectual Disabilities
Cognitive impairments affecting learning and development.
Seizures
Sudden electrical disturbances in the brain.
Special Diet
Diet avoiding phenylalanine to prevent PKU effects.
Jean Piaget
Swiss psychologist known for developmental theory.
Cohesive Thinking
Logical reasoning that may appear as errors.
Parent's Genotype
Genetic contribution from parents to offspring.
Child's Environment
Surroundings affecting a child's development.
Long Term Memory
Ability to retain information over extended periods.
Hippocampus
Brain region involved in memory formation.
Active Learning
Deliberate practice to acquire new skills.
Complex Interactions
Interplay between genetics and environment in development.
Cognitive Development
Active process of knowledge construction in children.
Stages of Development
Sequential phases children progress through cognitively.
Sensorimotor Stage
0-2 years; learn self-world distinction, object permanence.
Preoperational Stage
2-7 years; develop mental representations of objects.
Concrete Operational Stage
7-12 years; advanced reasoning, not abstract thinking.
Formal Operational Stage
12+ years; mature thinking and abstract reasoning.
Object Permanence
Understanding objects exist independently of perception.
Assimilation
Integrating new information into existing schemas.
Accommodation
Modifying schemas to incorporate new information.
Active Learners
Children engage with the world like scientists.
Primitive Theories
Initial frameworks children use to understand the world.
Clinical Interview
Method for assessing older children's cognitive abilities.
Blooming, Buzzing Confusion
William James' view on infant cognitive abilities.
Behaviorism
Theory that knowledge is learned through associations.
Empiricist Position
Belief that knowledge comes solely from experience.
Mini-Experiments
Small-scale tests to observe children's cognitive responses.
Careful Observation
Systematic watching to gather data on behavior.
Reflexes
Innate responses present at birth.
Sensory Systems
Biological systems for processing sensory information.
Perceptual Systems
Mechanisms for interpreting sensory data.
Knowledge Construction
Process by which children build understanding actively.
Object permanence
Understanding objects exist when unseen.
Sensorimotor period
First stage of cognitive development, ages 0-2.
A not B error
Infants search for objects in last found location.
Deferred imitation
Repeating observed actions after a delay.
Preoperational Stage
Ages 2-7; symbolic representation and egocentrism.
Egocentrism
Inability to see perspectives other than one's own.
Centration
Focusing on one aspect of a situation.
Conservation concept
Understanding quantity remains unchanged despite appearance.
Concrete Operational Stage
Ages 7-12; logical reasoning about concrete objects.
Formal Operational Period
Ages 12+; abstract and hypothetical reasoning.
Hypothetico-deductive reasoning
Systematic thinking about possible outcomes.
Pendulum task
Test for reasoning about variables and outcomes.
Constructivism
Children construct knowledge through exploration.
Assimilation
Integrating new experiences into existing schemas.
Domain General
Cognitive development occurs uniformly across domains.
Domain Specific
Cognitive development varies by knowledge type.
Qualitative differences
Children's thinking differs fundamentally from adults'.
Piaget's critiques
Vagueness in mechanisms of cognitive development.
Cognitive competence
Infants may be more capable than Piaget suggested.
Empirical investigations
Research based on observation and experimentation.
Theoretical basis
Foundation for decades of research in child development.
Domain Specific Abilities
Predict outcomes based on specialized knowledge.
Well-Studied Domains
Includes physics, social, number, and space.
Mental Representations
Innate or learned constructs for understanding.
Tunisian Desert Ants
Navigate using steps and sun angle calculations.
Gravity Bias
Children's difficulty with new physical situations.
Naïve Physics Theory
Children's intuitive but incorrect understanding of physics.
Domain of Physics
Focuses on solid objects and movement.
Domain of Number
Involves quantity information and object tracking.
Domain of Social
Concerns agents' intentions and beliefs.
Domain General Abilities
Basic functions like memory and attention apply universally.
Specialized Processing
Unique cognitive functions for specific domains.
Mental Map
Cognitive representation of spatial information.
Prediction of Fastest Route
Using navigation skills to find optimal paths.
Special Biases
Cognitive shortcuts specific to each domain.
Cognitive Development
Changes in understanding as children age.
Attention in Object Movement
Critical for identifying agents in the environment.
Face Processing
Identifying individuals as part of the Social Domain.
Cognitive Rules
Guidelines for processing domain-specific information.
Intuitive Theories
Children's coherent but evolving understanding of concepts.
Specific Problem Types
Domains address unique challenges like faces and numbers.
Cognitive Biases
Systematic patterns of deviation in judgment.
