Back to AI Flashcard MakerPsychology /Developmental Psychology - Infancy Part 4
Developmental Psychology - Infancy Part 4
This deck covers key concepts in developmental psychology related to infancy, including cognitive development stages, memory types, and learning processes.
systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs
Early Intervention
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Key Terms
Term
Definition
systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs
Early Intervention
The first stage of Jean Piaget’s cognitive development is Approx. from birth to 2 years old
Sensorimotor Stage
an infant learns to reproduce events originally discovered by chance
Circular Reactions
actions or mental representations that can be performed on objects
Schemes
occurs when children use their existing schemes to deal with new information
Assimilation
occurs when children adjust their schemes to take new information and experiences into account
Accommodation
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| Term | Definition |
|---|---|
systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs | Early Intervention |
The first stage of Jean Piaget’s cognitive development is Approx. from birth to 2 years old | Sensorimotor Stage |
an infant learns to reproduce events originally discovered by chance | Circular Reactions |
actions or mental representations that can be performed on objects | Schemes |
occurs when children use their existing schemes to deal with new information | Assimilation |
occurs when children adjust their schemes to take new information and experiences into account | Accommodation |
grouping of isolated behaviors and thoughts into higher-order system | Organization |
cognitive conflict | Disequilibrium - Children constantly assimilate and accommodate as they seek equilibrium |
children shift from one stage of thought to the next | Equilibration |
the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture | Representational Ability |
the realization that something continues to exist when out of sight | Object Permanence |
proposal that children under age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time | Dual Representation Hypothesis |
a type of learning in which repeated or continuous exposure to a stimulus, reduces attention to that stimulus | Habituation ▪ Familiarity breeds loss of interest |
if a new sight or sound is presented, the baby’s attention is generally captured once again, and the baby will reorient toward the interesting stimulus and once again sucking slows | Dishabituation |
tendency to spend more time looking at one sight rather than another | Visual Preference |
ability that depends on the capacity to form and refer to mental representations | Visual Recognition Memory |
ability that depends on the capacity to form and refer to mental representations | Visual Recognition Memory |
the ability to use information gained from one sense to guide another – as when a person negotiates a dark room by feeling for the location of familiar objects | Cross-Modal Transfer |
Examines the hardware of the CNS to identify what brain structures are involved in specific areas of cognition | Cognitive neuroscience approach |
Examines the hardware of the CNS to identify what brain structures are involved in specific areas of cognition | Cognitive Neuroscience Approach |
refers to remembering that occurs without effort or even conscious awareness | Implicit Memory ▪ Habits and skills ▪ Develop early and is demonstrated by such actions as an infant’s kicking |
declarative memory; conscious intentional recollection, usually of facts, names, events, or other things that can be stated or declared | Explicit Memory |
refers to mutual interactions with adults that help structure children’s activities and bridge the gap between a child’s understanding and an adult’s | Guided Participation |
communication system based on words and grammar | Language |
the ability to produce and comprehend an endless no. of meaningful sentences using a finite set of words and rules | Infinite Generativity |