Advanced Development Exam 2

[blank_start]Cognition[blank_end] - activity of knowing and processes through which knowledge is acquired

[blank_start]Cognitive development[blank_end] - changes that occur in metal activities such as attending, perceiving, learning, and thinking/remembering

[blank_start]Scheme[blank_end] - (building blocks of knowledge) cognitive structures to organize and interpret experiences

Children 7 years and up use [blank_start]operational[blank_end] schemes, which are internal mental activities that one performs on objects of thought.

[blank_start]Symbolic schema[blank_end] - internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.

2-year-old begin to use [blank_start]symbolic[blank_end] schemes.

[blank_start]Behavioral schema[blank_end] - organized patterns of behavior that are used to represent and respond to objects and experiences.

A child sees a horse for the first time, interprets it as a four-legged animal, and decides that it is a doggie. What is this an example of?

A child who recognizes that a horse is not a dog. So, this child invents a name for the new creature or asks 'what is that' and adopt the label that her family uses.

[blank_start]Adaptation[blank_end] - process of adjusting to the demands of the environment this occurs through two complementary activities; includes assimilation and accommodation

An infant who has gazing, reaching, and grasping reflexes soon organizes these initially unrelated schemas that enables them to reach out and discover objects in the environment. What is this an example of?

Piaget’s 4 Developmental (Cognitive) Stages: [blank_start]Sensorimotor stage[blank_end] (birth-2 years/acquisition of language) [blank_start]Preoperational stage[blank_end] (2-7 years) [blank_start]Concrete operational stage[blank_end] (7-11 years) [blank_start]Formal operational stage[blank_end] (11-16 and up)

A child's understanding that objects continue to exist even though they cannot be seen or heard develops in the [blank_start]sensorimotor[blank_end] stage.

[blank_start]A not B error[blank_end] – the tendency of 8-12 month olds to search for a hidden object where they previously found it even after they have seen it moved it to a new location

Infants devise theories of how world works and then test and modify accordingly.

[blank_start]Neo-nativism[blank_end] - Innate knowledge of the world

Which of Piaget's stages of cognitive development includes children who are thinking at a symbolic level but not yet using cognitive operations?

[blank_start]Egocentrism[blank_end] - looking at things at your own view point while failing to recognize that others may have a different view point

Piaget's _______________________ is characterized by the development of organized and rational thinking.

[blank_start]Seriation[blank_end] - the ability to mentally arrange items along a quantifiable dimension such as height or weight; Develops in the concrete operational stage

'If you say Juan is taller than Pedro, and Pedro is taller than Sam who is taller?' This question is best an example of

In Piaget's [blank_start]formal operations[blank_end] stage, the individual begins to think more rationally and systematically about abstract concepts and hypothetical events.

Nancy believes that she is highly special and unlike anyone else who has ever walked the earth. She thinks that her feelings are very unique and no one else has ever even experienced them. This is an example of

[blank_start]Hypothetical-deductive reasoning[blank_end] - the ability to think scientifically through generating predictions, or hypotheses, about the world to answer questions. The individual will approach problems in a systematic and organized manner, rather than through trial-and-error.

According to [blank_start]Vygotsky[blank_end] adults are an important source of cognitive development.

Vygotsky places considerably more emphasis on social factors contributing to cognitive development.

Piaget places more emphasis on culture affecting cognitive development.

[blank_start]Zone of proximal development[blank_end] - term for range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner

[blank_start]Intersubjectivity[blank_end] - the establishment of shared understandings between the learner and the tutor

[blank_start]Theory of Mind[blank_end] - understanding of how the human mind works and a knowledge that humans are cognitive beings whose mental states are not always shared with or accessible of others

At what age is the false belief task generally mastered?

Individuals must have [blank_start]theory of mind[blank_end] capabilities in order to lie.

[blank_start]Gist[blank_end] - a fuzzy representation of information that preserves the central content but few precise details.

13+3=? A child might think 3+3 =6 10+6=16. This is an example of

[blank_start]Spearman Two Factor Theory[blank_end] - intelligence has two factors g&s

In regards to Spearman Two Factor Theory: [blank_start]G[blank_end]: Represents what different cognitive tasks have in common [blank_start]S[blank_end]: Represents specific factors such as mathematical, mechanical, and verbal skills

[blank_start]Fluid Intelligence[blank_end] is the ability to perceive relationships and solve relational problems of the type that are not taught and are relatively free of cultural influence.

[blank_start]Crystalized intelligence[blank_end] is the ability to understand relations or solve problems that depend on knowledge acquired from schooling and other cultural influences.

Information-processing theory of intelligence that emphasizes three aspects of intelligent behavior not normally tapped by IQ tests. Considers the context of the action, the persons experience with the task, and the information-processing strategies the people applies to the task.

Humans display as many as nine distinct kinds of intelligence, each is linked to a particular area of the brain and several of which are not measured by IQ test. Each ability is distinct, is linked to a specific area of the brain, and follows a different developmental course.

180 distinct mental abilities, based on all the possible combinations of the various intellectual contents, operations, and products

People have been getting smarter throughout the 20th century. This is referred to as the [blank_start]Flynn effect[blank_end].

[blank_start]Phonology[blank_end] - sound system of a language and the rules for combining these sounds to produce meaningful units of speech

[blank_start]Morphology[blank_end] - formation of meaningful words

[blank_start]Semantics[blank_end] - expressed meaning of words and sentences

[blank_start]Syntax[blank_end] - structure of a language, the rules specifying how words and grammatical markers are to be combined

[blank_start]Pragmatics[blank_end] - principles that underlie the effective and appropriate use of language in social context (communicate effectively)

A person with ____________ aphasia may say, “Walk dog” meaning, “I will take the dog for a walk.” This person may state the same sentence and also mean “You take the dog for a walk,” or “The dog walked out of the yard,” depending on the circumstances. Individuals with this aphasia are able to understand the speech of others. They are often aware of their difficulties and can become easily frustrated.

A person with _______________ aphasia may say, “You know that smoodle pinkered and that I want to get him round and take care of him like you want before,” meaning “The dog needs to go out so I will take him for a walk.” Individuals with this aphasia usually have great difficulty understanding speech and are therefore often unaware of their mistakes.

A child says 'Doggie go'. His mother responds with 'Yes, the doggie is going away'. What does this exemplify?

An infant says single words that often seem to represent an entire sentences worth of meaning.