infant and child developent mid term 2

empiricism

all knowledge comes from experience

nativism

babies are endowed with knowledge and capabilities

classical conditioning

a neutral stimulus can take on a new meaning and lead to different (conditioned) response after being paired with a meaningful stimulus

operant conditioning

reinforcements and punishments

Chomsky’s poverty of the stimulus argument

it would be impossible for children to learn language from impoverished and error-laden speech available to them

constructivism

emphasized the children’s active role in their own learnings

piaget’s stage theory

sought to describe and explain development and emphasized qualitative change

scheme

cognitive representation of the world; how people organize and understand information

sensorimotor period

from birth to 2 years; schemas limited to sensory experiences and no mental representations

preoperational period

2-7 years; emergence of mental representations such as symbolic play, deferred limitation, and object permanence

concrete operation period

7-11 years; emergence of logical mental operations such as flexible thinking and restricted to concrete experiences

formal operational period

11 + years; abstract thoughts such as logical reasoning and problem solving beyond the concrete experience

assimilation

incorporating new information into an existing schema

accomodation

changing a schema to fit a new reality

Lev Vygotsky

though Piaget overlooked social interactions and created the zone of proximal development

zone of proximal development

things a child can do with help; skills are difficult to master alone, but can be done with guidance from a mentor

symbols

something that stands for something else

dual representation

when the symbol itself is a thing, like an object

mental representation

being able to hold and manipulate objects and events in mind

deferred imitation

copying another persons actions laterm hours/day after the child witnessed the actions

displaced reference

when children understand and use words to refer to things that are not present

object permanence

understanding objects continue to exist, even when you don’t see it

egocentrism

tendency of children to believe that other people view their perspective

decentration

the ability to focus on more than one part of a problem, situation, or object

reversability

realization that objects or things can be changed or returned to their original state

A not B error

failure to update where a toy is hidden

dynamic systems theorist

wated more emphasis on the in the moment contextual influence rather than mental representations

information procressing theorists

posits gradual developmental changes rather than qualitative stages

nativists

piaget underestimated infants cognitive abilities

core knowledge theory

modern and dominant nativist theory led by Elizabeth Spelke; children learn fast and flexible because they are endowed with at least 6 cognitive systems that capture fundamental properties of the thing they learn about; objects, numbers, places, geometry, agents, social beings

violation of expectation paradigm

infants watch expected and unexpected versions fo the same event and if they look at the unexpected event longer, they must recognize that its unexpected

principles of persistence

the idea that objects retain their physical properties over time and space

permanence

objects continue to exist when they aren’t visible

cohesion

objects should hold together or retain their physical properties over time

continuity

objects should move along continuous paths in time and space

growing, support, and contact

objects cannot move on their own/support themselves, only with contact or support

core object system

supports rapid determination of the exact number of objects up to a capacity limit of about 3

core number system

represents approximate or imprecise numerical sizes of sets, in any perceptual modality

subsitizing

tracking objects quickly and automatically

webers law

the speed and accuracy with which 2 numbers are discriminated are dependent upon the ratio between the 2 values

intraparietal sulcus

shows evidence of approximate magnitude represations

cardinal principle

that the last number word you say when counting represents the size of the set