Back to AI Flashcard MakerPsychology /Developmental Psychology - Early Childhood Part 1
Developmental Psychology - Early Childhood Part 1
This deck covers key concepts in early childhood development, focusing on cognitive development stages, memory processes, and symbolic thought as described by Jean Piaget and other developmental theories.
absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow
Growth Hormone Deficiency
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Key Terms
Term
Definition
absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow
Growth Hormone Deficiency
the preference of using one hand over the other
Handedness • Left-handedness run in families
normal weight but shorter than they should for their age and may have cognitive and physical deficiencies, visible in developing countries
Stunted Children
Jean Piaget’s second stage of cognitive development
Preoperational Stage o Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought o Children begin to represent the world...
beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought - Divided into Symbolic Function and Intuitive Thought
being able to think about something in the absence of sensory or motor cues
Symbolic Function - Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
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| Term | Definition |
|---|---|
absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow | Growth Hormone Deficiency |
the preference of using one hand over the other | Handedness • Left-handedness run in families |
normal weight but shorter than they should for their age and may have cognitive and physical deficiencies, visible in developing countries | Stunted Children |
Jean Piaget’s second stage of cognitive development | Preoperational Stage o Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought o Children begin to represent the world with words, images, and drawings o Dominated by egocentrism and magical beliefs o Does not yet perform Operations (which are reversible mental actions that allow children to do mentally what before they could do only physically) |
beginning of the ability to reconstruct in thought what has been established in behavior | Preoperational Thought - Divided into Symbolic Function and Intuitive Thought |
being able to think about something in the absence of sensory or motor cues | Symbolic Function - Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning |
children imitate an action at some point after observing it | Deferred Imitation |
fantasy play, dramatic play, or imaginary play; children use an object to represent something else | Pretend Play |
begin to use primitive reasoning and want to know the answers to all sorts of questions | Intuitive Thought - Occurs approx. 4-7 yrs of age - Children also begin to able to understand the symbols that describe physical spaces |
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship | Transduction |
the concept that people and many things are basically the same even if they change in outward form, size, or appearance | Identities |
tendency to attribute life to objects that are not alive | Animism |
the tendency to focus on one aspect of a situation and neglect others | Centration |
failure to understand that an action can go in two or more directions | Irreversibility |
young children center so much on their own point of view that they cannot take in another’s | Egocentrism |
the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away | Conservation |
the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own | Theory of Mind - Allows us to understand and predict the behavior of others and makes the social world understandable |
Memory can be described as a filing system that has three steps: | Information-Processing Approach: Memory |
putting information in the memory | Encoding |
putting away in the filing cabinet where it is kept | Storage |
searching for the information and take it out of the memory system | Retrieval |
Three types of Storage | Sensory Memory Working Memory Long-Term Memory |
temporary storage for incoming sensory information | Sensory Memory |
short-term storehouse for information a person is actively working on, trying to understand, remember, or think about | Working Memory |
storehouse of virtually unlimited capacity that holds information for long period of time | Long-Term Memory o The central executive also retrieves information from LTM, assisted by: |