 |
1 | |
behavior: Behavior that is goal-oriented (conscious and deliberate) and adaptive to circumstances and conditions of life. |
|
|
2 | |
approach: Approach to the study of cognitive development based on learning theory, which is concerned with the basic mechanics of learning. |
|
|
3 | |
approach: Approach to the study of cognitive development that seeks to measure the quantity of intelligence a person possesses. |
|
|
4 | |
approach: Approach to the study of cognitive development based on 's theory, which describes qualitative stages, or typical changes, in children's and adolescents' cognitive functioning. |
|
|
5 | |
conditioning: Kind of learning in which a previously neutral stimulus (one that does not originally elicit a particular response) acquires the power to elicit the response after the stimulus is repeatedly associated with another stimulus that ordinarily does elicit the response. |
|
|
6 | |
conditioning: Form of learning in which a person tends to repeat a behavior that has been reinforced or to cease a behavior that has been punished. |
|
|
7 | |
IQ (intelligence ) tests: Psychometric tests that seek to measure how much intelligence a person has by comparing her or his performance with standardized norms. |
|
|
8 | |
standardized norms: Standards for evaluating performance of persons who take an intelligence test, obtained from scores of a large, sample who took the test while it was in preparation. |
|
|
9 | |
Scales of Infant Development: Standardized test of infants' mental and motor development. |
|
|
10 | |
Home Observation for Measurement of the Environment (HOME): Instrument to measure the influence of the home environment on children's growth. |
|
|
11 | |
developmental : Aspects of the home environment that seem to be necessary for normal cognitive and psychosocial development to occur. |
|
|
12 | |
early : Systematic process of planning and providing therapeutic and educational services to families that need help in meeting infants', toddlers', or preschool children's developmental needs. |
|
|
13 | |
sensorimotor stage: In Piaget's theory, the first stage in cognitive development, during which infants (from birth to approximately year[s]) learn through their developing senses and motor activity. |
|
|
14 | |
schemes: In Piaget's terminology, basic cognitive consisting of organized patterns of behavior used in different kinds of situations. |
|
|
15 | |
circular : In Piaget's terminology, processes by which an infant learns to reproduce desired occurrences originally discovered by chance. |
|
|
16 | |
representational ability: In Piaget's terminology, capacity to mentally represent objects and experiences, largely through the use of . |
|
|
17 | |
imitation: In Piaget's terminology, reproduction of an observed behavior after the passage of time by calling up a stored symbol of it. |
|
|
18 | |
pretend play: Play involving people or situations; also called fantasy play, dramatic play, or imaginative play. |
|
|
19 | |
object permanence: In Piaget's terminology, the understanding that a person or object still exists when out of . |
|
|
20 | |
imitation: Imitation with parts of one's body that one cannot see (e.g., the mouth). |
|
|
21 | |
imitation: Imitation with parts of one's body that one can see (e.g., the hands and the feet). |
|
|
22 | |
information-processing approach: Approach to the study of cognitive development by observing and analyzing the mental processes involved in and handling information. |
|
|
23 | |
cognitive neuroscience approach: Approach to the study of cognitive development by examining brain structures and measuring neurological . |
|
|
24 | |
social- approach: Approach to the study of cognitive development by focusing on the influence of environmental aspects of the learning process, particularly parents and other caregivers. |
|
|
25 | |
habituation: Simple type of learning in which with a stimulus reduces, slows, or stops a response. Compare dishabituation. |
|
|
26 | |
dishabituation: Increase in after presentation of a new stimulus. Compare habituation. |
|
|
27 | |
visual-recognition memory: Ability to distinguish a familiar visual from an unfamiliar one. |
|
|
28 | |
visual preference: Infant's preference for new rather than familiar sights. |
|
|
29 | |
cross-modal : Ability to identify by sight an item earlier felt but not seen. |
|
|
30 | |
exploratory : Cognitive capacity underlying the variance in toddlers' ability to sustain attention and engage in sophisticated symbolic play. |
|
|
31 | |
violation of expectations: Research method in which an infant's tendency to dishabituate to a stimulus that conflicts with previous experience is taken as evidence that the infant recognizes the new stimulus as . |
|
|
32 | |
causality: Awareness that one event causes . |
|
|
33 | |
memory: Memory, generally of facts, names, and events, which is intentional and conscious. Compare memory. |
|
|
34 | |
memory: Memory, generally of habits and skills, which does not require conscious recall; sometimes called procedural memory. Compare memory. |
|
|
35 | |
working memory: -term storage of information being actively processed. |
|
|
36 | |
participation: In Vygotsky's terminology, participation of an adult in a child's activity in a manner that helps to structure the activity and to bring the child's understanding of it closer to the understanding of the adult. |
|
|
37 | |
language: system based on words and grammar. |
|
|
38 | |
literacy: Ability to read and . |
|
|
39 | |
prelinguistic speech: Forerunner of linguistic speech; utterance of sounds that are not . Includes crying, cooing, babbling, and accidental and deliberate imitation of sounds without understanding their meaning. |
|
|
40 | |
linguistic speech: Verbal expression designed to convey . |
|
|
41 | |
holophrase: that conveys a complete thought. |
|
|
42 | |
-mixing: Use of elements of two languages, sometimes in the same utterance, by young children in households where both languages are spoken. |
|
|
43 | |
speech: Early form of sentence consisting of only a few essential words. |
|
|
44 | |
syntax: Rules for forming in a particular language. |
|
|
45 | |
: Theory that human beings have an inborn capacity for language acquisition. |
|
|
46 | |
language acquisition device (LAD): In 's terminology, an inborn mechanism that enables children to infer linguistic rules from the language they hear. |
|
|
47 | |
child-directed speech (CDS): Form of speech often used in talking to babies or toddlers; includes slow, simplified speech, a high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repetition. Also called . |
|
2002 McGraw-Hill Higher Education