Karteikarten
Terms/Phenomenon/Tests
Karten in diesem Stapel (33)
- 1SchemaMost basic unit of cognitive functioning
- 2Adaptationchildren change their schemas through adaptation. Piaget meant this involves accommodation and assimilation
- 3Accommodationwhen schemas are modified so that they can be applied to both new and old experiences
- 4Assimilationwhen experiences are incorporated in existing schemas
- 5Equilibriumback and forth process of fitting schemas to experiences and finding a balance
- 6Emotiona feeling state that involves distinctive psychological responses and cognitive evaluations that motivate action
- 7Metacognitionability to think about and regulate one's own thoughts and allows one to asses how difficult a problem is likely yo be and to choose strategies to solve it in a flexible way
- 8Experience-Expectant ProcessesOne of two major classes of brain development: when people seem to expect experiences that are universal in all normally developing human beings. Allow infants to take advantage of their exposure to these features of the environment and use them to acquire the related basic human behaviors
- 9Experience-DependentSynapses are generated in response to the specific experiences of specific individuals. Allow us to learn from experiences
- 10PlasticityThe degree to which development is open to change and intervention in the brain. 2 periods: Critical (biological development) and Sensitive (psychological development)
- 11William's SyndromeA genetic condition which is caused by abnormality in chromosome. Medical problems are heart problems, blood vessel problems, kidney problems and metabolism. A rare syndrom and characterized by unusual facial features and uneven cognitive profile, learning disabilities
- 12Centrationfocusing on one aspect of a situation and ignoring the others. common in early childhood
- 13Decentrationwhen focusing on multiple aspects of a situation
- 14Conservationunderstanding that some properties of an object remain the same even when its appearance is altered in some way
- 15Modularismassumes innate modules as independent units. Aim with modularism is to find modules that are responsible for cognitive functions
- 16Causal Connectionwhen we suppose there is a causal connection between mental states and behavior.
- 17Coherencewhen our mentalistic explanations create coherence and cohesion and try to tell this story without attributing mental states
- 18Cohesionwhen objects maintain their connectedness
- 19Continuityand object traces exactly one connected path over space and time and objects move as connected wholes
- 20Child Language Data Exchange SystemA database of speech audio files and text transcriptions that serve as a central repository for first language acquisition data
- 21Naturalistic Observationthe most direct way to gather information and it is a very plausible method - three approaches: 1. Ethology, 2. Ethnography, 3. Ecological Approach
- 22Ethologybehavior observed in its natural context
- 23Ethnographyobservations in different cultures
- 24Ecological Approachsees children in the context of all various settings
- 25Episodic Memoryexplicit and contain memory of episodes and events. organized around schemas or scripts and are generic knowledge structure that represents temporal sequences of events in specific contexts
- 26Infantile AmnesiaAutobiographical memory, memories of events we participated in and where we remember personally relevant and specific past events that can be located in a particular time and place
- 27Infant Directed Talkthe distinctive mode of speech that adults adopt, when talking to babies and very young children. Characteristics include a warm and affectionate tone, high pitch and slower speech
- 28Implicit MemoryFully developed in early childhood and there is no indication of development, two categories: declarative and non-declarative
- 29The Rationality PrincipleThe logic of a situation - it is the assumption that people try to reach their goals. Action function to bring about future goal states
- 30WUG-testThis test show how children can apply the rules of their language, even to non-sense words, that they could never have heard before
- 31Top-down processesPast experiences help us make inferences
- 32Bottom-up processingIt's a "what you see is what you get" hypothesis, not depending on prior knowledge
- 33Deferred ImitationBefore mental representations they are not able to imitate. After, they can imitate even if it is a while after