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schemes & its 2 types
actions or mental representations that organize knowledge
- 2 types:
- -behavorial schemes = physical activities; characterize infancy
- -mental schemes = cognitive activities; develop in childhood
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behavioral scheme
physical activities; characterize infancy (simple actions that can be performed on object-> sucking, shaking, looking moving)
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mental scheme
cognitive activities (develop in childhood)- includes strategies and plans for solving problems
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assimilation
when children use their EXISTING schemes to deal with new info/experience (under cognitive processes)
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accomodation
occurs when children ADJUST their schemes to take new info and experiences into account (under cognitive processes)
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organization
the grouping of isolated behaviors & thoughts into a higher-order system
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3 cognitive processes
assimilation, accommodation, organization
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equilibration
the mechanism by which children shift from 1 STATE OF THOUGHT TO THE NEXT
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disequilibrium
child's inevitable experience of cognitive conflict; brought about by inconsistencies in his/her existing schemes
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sensorimotor stage
infant cognitive development lasting from birth to 2 years; infant understand the world through their sensory experiences
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Piaget on cognitive processes
- According to Piaget,
- indiv go through 4 stages of development; cognition is QUALITATIVELY different from one state to another
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object permanence
the understanding that objects continue to exist even when they cannot be seen, heard, or touched; developed by the END OF SENSORIMOTOR period (piaget); 5 months do not have object permanence, but 8-10 months do
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violation of expectations
suggests that infants understand object permanence earlier than Piaget proposed
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habituation
DECREASED responsiveness to a stimulus after repeated presentations
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dishabituation
INCREASED responsiveness to a stimulus after a change in stimulation
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joint attention
individuals focus on the same object or event; one person directs another's attention
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memory
retention of info over time
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encoding
the process by which information gets into memory
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implicit memory
memory without conscious recollection (skilled & routine procedures that are performed automatically)
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explicit memory
conscious memory of facts and experiences; occurs in infants after 6 months; maturation of hippocampus & surrounding cerebral cortex
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infantile or childhood amnesia
inability to recall memories of events that occurred before 3 years of age
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imitation
one of the most basic forms of social behavior is copying another person
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mirror neurons
found in front & parietal lobes; fire when you engage in activity (ie. reaching out one's hand) or when you observe someone else engaging in the same activity
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deferred imitation
imitation that occurs after a time delay of hours or days
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infinite generativity
ability to produce an endless number of meaningful sentences using a finite set of words and rules
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overextension
tendency to apply a word to objects that are inappropriate for the word's meaning
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underextension
tendency to apply a word too narrowly
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telegraphic speech
use of short and precise words without grammatical markers
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broca's area
language production
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wernicke's area
language comprehension
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language acquisition device (LAD)
theory that a biological endowment enables children to detect certain features & rules of language
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interaction view (Tomasello)
children learn language in specific contexts
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child-directed speech
language spoken in a higher pitch than normal with simple words and sentences (captures infant's attention & maintains communication)
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3 strategies to enhance child's acquisition of language
- 1) recasting - rephrasing something that the child has said
- 2) expanding state - repeating what the child has said but in correct structure
- 3) labeling - identifying the names of objects
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