LifespanDevelopment Chapter 3.2

schema

a framework for organizing information

assimilation

which is fitting the new information into an existing schema

accommodation

which is expanding the framework of knowledge to
accommodate the new situation

sensorimotor stage

The first stage of cognitive development

Substage 1 - Reflexes

0–1 month - sucking, reaching, and grasping. Eventually the use of these reflexes becomes more
deliberate and purposeful.

Substage 2 - Primary Circular Reactions

1–4 months - actively involve his or her own body in some form of repeated activity - making a vocalization

Substage 3 - Secondary Circular Reactions

4–8 months - infant
begins to interact with objects in the environment, accidentally, but then these contacts with the objects are
deliberate and become a repeated activity

Substage 4 - Coordination of Secondary Circular Reactions

8–12 months - infant combines these basic reflexes and
simple behaviors and uses planning and coordination to
achieve a specific goal

Substage 5 - Tertiary Circular Reactions

12–18 months - begins exploring the world in a trial-and-error manner, using both motor skills and planning
abilities

Substage 6 - Beginning of Representational Thought

18–24 months - toddler now has a basic
understanding that objects can be used as
symbols. Additionally, the child is able to solve
problems using mental strategies, to remember
something heard days before and repeat it, and to
engage in pretend play

infantile amnesia

the inability to recall memories from the first few years of life

deferred imitation

the imitation of actions after a time delay

phoneme

the smallest unit of sound that makes a
meaningful difference in a language

morpheme

a string of one or more phonemes that makes up the smallest units of meaning in a language - “re-” as in “rewrite” or “repay” means “to do again,” and the suffix “-est” as in “happiest” or
“coolest” means “to the maximum.”

Semantics

the set of rules we use to obtain meaning from morphemes. For example, adding “ed” to the end of a verb makes it past tense

Syntax

the set of rules of a language by which we construct sentences

pragmatics

how we
communicate effectively and appropriately with others - turn-taking, staying on topic, volume and tone of voice, and appropriate eye contact

contextual information

the information surrounding language - knowledge and
nonverbal expressions, such as facial expressions, postures, and gestures

receptive language

infant can understand more than he or she
can say

holophrasic speech

These one-word expressions - “ju” for the
word “juice”

underextension

word can be used for only that particular object

overextension

a label applies to
all objects that are similar to the original object

Telegraphic speech/text message
speech

occurs when unnecessary words are not used - “Give baby ball”

infant-directed speech

involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression

language acquisition device (LAD)

universal grammar that underlies all human language

deep structure

how the idea is
represented in the fundamental universal grammar that is common to all languages

surface structure

how it is expressed in any one language

Broca’s area

an area in
front of the left hemisphere near the
motor cortex, is responsible for
language production

Wernicke’s area

an area of the brain
next to the auditory cortex, is
responsible for language comprehension