-
Schemes
In Piaget's Therory, actions or mental representations that organize knowledge.
Example: Representations of what the child thinks of when they see a dog. I.E: furry, cute, brown...etc
-
Assimilation
Piagets's concept of using existing schemes to deal with new information or experiences.
Example: A child learns the word "Car" and associates car's with car, along with assimilating other objects, like motorcycles and other moving objects into the child's existing scheme
-
Accomodation
Pigetian concept of adjusting schemes to fit new information and experiences.
Example: As the child learns that motorcyles are not the same as "cars" the child soon will exclude these to accomodate the characteristics of the cars scheme.
-
Organization
Grouping isolated behaviors and thoughts into higher order, more smoothly functioning system.
-
Equilibration
Mechanism that piaget proposed to explain how children shift from one stage of thought to another.
Example: The result of this process is that individuals go through four stages of development. A different way of understanding the world makes one stage more advanced than another.
-
Sensorimotor Stage
- 1st Piaget stage; birth--->2 yrs old
- Infants contruct an understanding of the world by coordinating sensory experiences with mortoric actions
- "Sensory-----Motor" coordination
6 substages: simple reflexes; 1st habits/primary circular reactions; primary circular reaction; Secondary circular reaction; cordination of secondary circular reactions; tertiary circular reactions, novelty and curiosity; internalization of schems
-
Simple Reflexes
- Piaget's 1st sensorymotor substage; 1st month after birth
- sensation and action are coordinated primarily through reflexive behavior.
-
1st habits and primary circular reactions
- 2nd sensorymotor substage;
- 1-4 months
- Infant coordinates sensation and two types of schemes; habits and primary circular reaction
Example:Habit=scheme based on a reflex that comes completely seperated from the eliciting stimulus
-
Primary Circular Reaction
scheme based on the attemt to reproduce and event that initially occured by chance
-
Secondary Primary Circular Reaction
- 3rd Sensorimotor substage
- 4-8 months
- infant becomes more object-oriented-moving beyond proccupation with self.
-
Coordination of secondary circular motion
- 4th sensorimotor stage;
- 8-12 months
- Actions become more outwardly directed, and infants coordinate schemes and act with intentionality.
-
Teritiary circular reactions, novelty, and curiosity
- 5th sensorimotor substage;
- 12-18 months
- infants become intrigued by the many properties of objects and by the many things they can make happen to the objects
Human curiosity; interest
-
Internalization of schemes
- 6th sensorimotor stage;
- 18-24 months
- infant develops ability to use primitive symbols
- Symbols: internalized sensory image that represents an event.
- Primitive symbols permit infant to think about concrete events without directly acting them out or perceiving them.
-
Object Permanence
Understanding that objects and events continue to exist even when they cannot directly seen, heard, or touched
A child lacking this abilitywill love hide and seek
If infants search for the missing object, it is assumed they believe it continues to exsist.
-
A-not-B Error
- Also AB error;
- occurs when infants make the mistake of selecting the familiar hiding place (A) rather than the new hiding place (B) as they progress into substage 4 of the sensorimotor stages.
older children are less likely to make this mistake, because their object permenence is more developed
-
Attention
focusing of mental resources on select information
-
Joint Attention
- When individuals focus on the same object and an ability to track another's behavior is present, one individual directs another's attention, and reciprocal interaction is present
- pointing and using words to get infants attention
- An example of infants learning from othes
- interchanges between infant and caregivers when learning language; when caregivers engage in joint attention the child will say thier first word earlier and develop a larger vocabulary
-
Memory
Infant retains memory over time
-
Implicit Memory
memory w/o conscious recolection; involves skills and routine procedures that are automatically performed.
-
Explicit Memory
- when most people think of memory they are thinking of exlicit memory;
- memory of facts and experiences that individuals consciously know and can state.
Frontal lobes, Hippocampus
-
Deferred imitation
Imitation that occurs after the delay of hours or days
-
Developmental Quotient
An overall score that combines subscores in motor, language, adaptive, and personal-social domains in the Gesell assesment of infants.
-
Bayley scales of infant development
Scales developed by Nancy Bayley that are widely used in the assesment of infant development. Current version has three components: Mental, motor, and infant behavior profile
-
Language
form of communication; whether spoken, written, or signed, that is based on the system of symbols
-
Infinite generativity
ability to produce an endless number of meaningful sentences using a finite set of words and rules
-
Phonology
- sound system of language
- How they are used and how the are combined
-
Morphology
units of meaning involved in word formation.
- A word, or part of a word that cannot be broken down into smaller meaningful parts
- "help"= one morpheme
- "help-er"= two morphemes
-
Syntax
The ways words are combined to form acceptable phrases and sentences
-
Semantics
The meaning of words in sentences
Example: Girl and Women share many semantic features, but differ semantically in regard to age.
-
Pragmatics
Appropriate use of language in different contexts
-
Telegraphic speech
The use of short and precise words w/o grammatical markers such as articles, auxilliary verbs, and other ocnnectives.
Example: "Mommy Give Ice Cream."
-
Broca's area
An area in the brain's left frontal lobe involved in speech production
-
Wernicke's area
An area of the brain's left hemisphere that is involved in language comprehenstion
L-Hemispher; Language comprehension
-
Aphasia
Loss or impairment of language ability caused by brain damage.
Occurs from damage to Broca's area or Wernicke's areas of the brain.
-
(LAD) Language Aquisition Device
Chomsky's term that describes a biological endowment that enables a child to detect the features and rules of language, including phonology, syntax, and semantics.
Chomsky believed that humans are biologically prewired to learn language at a certain time and in a certain way.
-
Child-Directed Speech
Language spoken in a higher pitch than normal with simple words and sentences.
|
|