chapter 7.txt

baby talk, babbling, holophrase, overextentsion/underextension, telegraphic speech

speech taht adults use when talking whith babies that involve the use of shorter sentences with a highter, more meladious pitch.

thythmic repetition of various syllables including both consonants and vowels (6-7) months

a word used by an infant to express a complete idea (at 1 year of age)

overextension=application of a newly learned word to objects that are not included in the meaning of the word, underextension= failiure to apply a new word more generally to objects taht are included within the meaning of the word. (18 months)

using two word sentences with mainly nouns and verbs (18-25 months)

assumes that cognitive development stems from a childs adaptative to the environment, and that childern attempt to promote their survival by trying to learn about their enbironment.

smemes= frameworks for our kinowlege about people, objects , events, and actions

assimilation=interpretation of new experiences in terms of our existing schemas, accomodation=modification of current schemas to allow for new experiences

sensorimotor (births-2 years). preoperational (2-6 years), concrete operational (6-12 years), and formal opperational (12 years through adulthood)

children use senses and motor abilities to learn about the world and develop oject permanace

childern use symbolic thinking to understand the world but remain egocentric and lock the mental operations that alow logical thinking

children gain cognitive operation for logical thinking about concrete events, understand conservation, perform mathematical operations, but connot reason abstraction

Further development of congnitive operations eables adolescents to engage in abstract thinking and hypothetical deductive reasoning

Preconvetnioanl morality, conventional morality, postconventional morality

stage 1=fear of punishement, stage 2-reciprical ( compliance with rules to obtain rewards and satisfy own needs)

stage 3=good boy nice girl (get approval of others), stage 4=law and order (duty to uphold laws and rules for their own sake)

stage 5=social contract (obeys rurels because they are necessary for social order but understands rules are relative) stage 6 unviversal ethical thinker (self condemnation for violating universal ethical principles based on human rights)

Emphisizes the impact of society and culture upon development but he also considered both personality development and social development

trust vs mistrust (birth to 1 year), autonomy vs shame and dought (1-2 years), Initiatives vs guilt ( 3-5 years), Industry vs inferiority ( 5 to puperty), Identity vs role confusion (adolescent), Intimacy vs isolation (young adulthood), Generality vs stagnation (middle adulthood), Integrity vs dispair (late adulthood)

We are social animlas, so much of our learning occurs witin social interactions. Culture impacts both the content and processes of childs cognitive development becasuse childs cognitive development occurs within this cultural context.

zone of proximal development and scaffolding.

diference beweeen what a child can actually do and waht the child coudl do with the help of others.

the teacher adjusts the level of help in relation ot the childs level of performance, while directing the childs learning progress toward the upper level of the childs zone of proximal development.

secure, unsecure avaident, and insecure-resistent

indicated by the infant exploring the situation freely inthe presence of tehmotehr, but displaying distress when the motehr leaves, and responding enthusiasrically when the mother returns

indicated by exploriation but minimal interest in the mother, the infant showing littel distress when the mother leaves, and avoiding her when she returns.

indicated by the infant seeking closenses to the mother and not exploring the situation, high levels of distress when the matter leaves, and abivalent behavior when she returns by alternatively clinging to and pushing away from her

type of attachement indicated by the infants confusion when the mother leaves and returns

authoritarian, authoritative, permissive, rejecting-neglecting

demanding, expect unquestioned obedience, are not responsive to their children desires and communicate poorly with their children

are demanding but set rational limits for their childern and communicate well with their children

make few demand and are ovverly responsive to their childrens desires, letting their children do pretty much as they please

minimize both the time they spend with the children and their emotional involvement with them