Child Cognitive and Language Development 9Agw 3-6) pt. 2

Vocabulary flashcards covering key concepts from developmental psychology lectures, including Piaget's theory, information processing, sociocultural theory, language development, emergent literacy, and Parten's types of play.

Preoperational Stage

A stage in Piaget's cognitive development theory (between sensorimotor and concrete operational) characterized by key abilities such as symbolic representation, imaginative play, and language development, along with limitations including egocentrism, limited logical reasoning, and centration.

Symbolic Representation

A key ability acquired during Piaget's preoperational stage that allows children to use symbols, engage in imaginative play, and develop language.

Egocentrism

A limitation during Piaget's preoperational stage where a child struggles to perceive situations from perspectives other than their own.

Centration

A cognitive limitation in logical reasoning during Piaget's preoperational stage where attention is focused on only a single aspect of a situation.

Theory of Mind

The cognitive understanding that others have different thoughts, beliefs, and knowledge from oneself, including the ability to recognize that people can hold false beliefs.

False Belief Tasks

Tasks used to test a child's theory of mind by evaluating their ability to recognize that other people can hold beliefs that are untrue.

Three Mountains Task

A task used to assess perspective-taking and theory of mind development in children.

Attentional Control

A key improvement in information processing defined as the ability to maintain longer focus.

Working Memory

An aspect of information processing that improves in capacity, allowing individuals to remember more information.

Processing Speed

A key information processing improvement that enables an individual to think quicker.

Inhibitory Control

An information processing improvement defined as the ability to resist impulses.

Recognition

A memory process involving identifying something seen before, which is easier than recall and develops first.

Recall

A memory process involving retrieving stored information, which improves with age and is more difficult than recognition.

Rehearsal

A memory strategy where an individual repeats information in order to remember it.

Organization

A memory strategy that involves grouping related items together to improve memory performance.

Elaboration

A memory strategy developing around age 7 and older that involves creating meaningful connections between information.

Sociocultural Theory

Vygotsky's theory asserting that learning occurs through social interaction, culture shapes cognitive development, and adults or peers facilitate learning through guided participation, scaffolding, and the ZPD.

Rogoff

The researcher associated with the 'observing and pitching in' model of learning, emphasizing that children learn by contributing to meaningful daily tasks.

Pitching In Model

A learning approach highlighted by Rogoff where learning is embedded in daily life as children contribute to meaningful work; this model is highly valued in many indigenous communities.

Western Formal Education

An educational system characterized by isolated learning and a distinct separation between child and adult activities.

Phonology

The feature of language development that pertains to the sound system of language.

Morphology

The feature of language development concerned with word structure.

Semantics

The feature of language development referring to word and sentence meaning.

Syntax

The feature of language development that specifies sentence rules and grammar.

Pragmatics

The feature of language development that involves the social use of language.

Emergent Literacy Skills

Early foundational skills required for reading and writing, which include print awareness, phonological awareness, letter knowledge, and vocabulary.

Phonological Awareness

An emergent literacy skill defined as the ability to recognize sounds in language.

Unoccupied Play

The first of Parten's 6 types of play, occurring from birth to 3 months, characterized by random movement.

Solitary Play

One of Parten's types of play, beginning around 3+ months, where a child plays alone.

Onlooker Play

One of Parten's types of play, typical around 2.5 years of age, where a child watches others play without joining in.

Parallel Play

One of Parten's types of play, seen around 3.5+ years, where children play side by side without interacting directly.

Associative Play

One of Parten's types of play, emerging around 4 years of age, where children interact with one another while playing.

Cooperative Play

One of Parten's types of play, occurring at 6+ years, involving organized, structured play with shared goals among children.