PSYC 230 Chapter 4

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40 Terms

1
schemes

according to Piaget, mental structures that organize information and regulate behavior

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2
assimilation

according to Piaget, taking in information that is compatible with what one already knows.

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3
accommodation

according to Piaget, changing existing knowledge based on new knowledge.

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4
equilibriation

according to Piaget, the process by which children reorganize their schemes to return to a state of equilibrium when disequilibrium occurs.

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5
sensorimotor period

first of Piaget’s four stages of cognitive development, which lasts from birth to approximately 2 years, where infants learn through sensory experiences and motor actions.

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6
object permanence
The understanding that objects continue to exist even when they cannot be seen.
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7
egocentrism

Difficulty in seeing the world from anoth- er’s point of view; typical of children in the preoperational period

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8
animism

Phenomenon of crediting inanimate objects with life and lifelike properties such as feelings (phone)

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9
centration

according to Piaget, when children often concentrate on one aspect of a problem, ignoring other relevant aspects

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10
core knowledge hypothesis

Infants are born with rudimentary knowledge of the world, which is elaborated based on experiences.

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11
teleological explanations

The belief that living are designed for purpose rather than resulting from processes.

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12
essentialism

Children’s belief that all living things have an essence that can’t be seen but gives a living thing its identity

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13
mental hardware

mental and neural structures that are built in and allow the mind to operate

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14
mental software

mental “programs” that are the basis for performing particular tasks

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15
attention

Processes that determine which infor- mation will be processed further by an individual.

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16
orienting response

an individual views a strong or unfamiliar stimulus, and changes in heart rate and brain-wave activity occur.

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17
habituation

act of becoming unresponsive to a stimulus that is presented repeatedly

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18
classical conditioning

a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus.

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19
operant conditioning
A learning process that involves modifying behavior through rewards and punishments.
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20
autobiographical memory

memories of the significant events and experiences of one’s own life

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21
one-to-one principle

Counting principle that states that there must be one and only one number name for each object counted.

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22

stable-order principle

counting principle that states the number names must always be counted in the same order

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23
cardinality principle
The concept that the last number counted represents the total number of objects in a set.
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24
intersubjectivity

mutual, shared understanding among participants in an activity

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25
guided participation

Children’s involvement in structured activities with others who are more skilled, typically producing cognitive growth

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26
zone of proximal development

The difference between what a learner can do independently and what they can do with assistance. It represents the range of tasks that a learner can perform with the help of a more knowledgeable other.

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27
scaffolding

a style in which teachers gauge the amount of assistance they offer to match the learner’s needs.

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28
private speech

a child’s comments that are not intended for others but are designed to help regulate the child’s own behavior.

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29
infant-directed speech

speech that adults use with infants that
is slow and has exaggerated changes in pitch and volume; it helps children master language.

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30
cooing

Early vowellike sounds that babies produce (OOOOH) (AHHHH)

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31
babbling

speechlike sounds that consist of vowel-consonant combinations; common at ab 6 months

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32
fast-mapping

a child’s connections between words and referents that are made so quickly that he or she cannot consider all possible meanings of the word.

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33
underextension

when children define words more narrowly than adults do. (using “car” to refer to the family car")

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34
overextension

when children define words more broadly than adults do. (using “car” to refer to buses and trucks)

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35
phonological memory

ability to remember speech sounds briefly; an important skill in acquiring vocabulary

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36
referential style

language-learning style of children whose vocabularies are dominated by names of objects, persons, or actions

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37
expressive style

language-learning style of children whose vocabularies include many social phrases that are used like one word (ex. “let’s go”)

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38
telegraphic speech

speech used by young children that con- tains only the words necessary to convey a message. (“I hungry”)

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39
grammatical morphemes

words or endings of words that make a sentence grammatical

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40
overregularization

grammatical usage that results from applying rules to words that are not exceptions to the rule. (“clams, rams, mans (?)”)

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