| A) | A form of communication, whether spoken, written, or signed, that is based on a system of symbols.
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| B) | The sound system of the language, including the sounds that are used and how they may be combined.
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| C) | In Piaget's theory, actions or mental representations that organize knowledge.
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| D) | Imitation that occurs after a delay of hours or days.
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| E) | The use of short and precise words without grammatical markers such as articles, auxiliary words, and other connectives.
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| F) | Language spoken in a higher pitch than normal, with simple words and sentences.
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| G) | Imitation that occurs after a delay of hours or days.
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| H) | Piaget's third sensorimotor substage, which develops between 4 and 8 months of age. In this substage, the infant becomes more object-oriented, moving beyond preoccupation with the self.
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| I) | The first Piaget stage, in which infants construct an understanding of the world through sensory experiences and motor actions.
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| J) | A central feature of cognitive development, pertaining to all situations in which an individual retains information over time.
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| K) | Area of the brain’s left hemisphere involved in language comprehension.
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| L) | Occurs when individuals focus on the same object and an ability to track another's behavior is present, one individual directs another’s attention, and reciprocal interaction is present.
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| M) | Piaget's concept of grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system.
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| N) | Loss or impairment of language ability caused by brain damage.
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| O) | Memory without conscious recollection; involves skills and routine procedures that are automatically performed.
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| P) | Units of meaning involved in word formation.
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| Q) | The way that words are combined to form acceptable phases and sentences.
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| R) | Piaget's sixth and final sensorimotor substage, which develops between 18 and 24 months of age. In this substage, the infant develops the ability to use primitive symbols.
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| S) | The Piagetian term for understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched.
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| T) | Memory of facts and experiences that individuals consciously know and can state.
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| U) | The meaning of words and sentences.
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| V) | Chomsky’s term to describe a biological endowment that enables the child to detect the features and rules of language, including phonology, syntax, and semantics.
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| W) | Piaget's fourth sensorimotor substage, which develops between 8 and 12 months of age. Actions become more outwardly directed, and infants coordinate schemes and act with intentionality.
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| X) | Also called AB error, this occurs when infants make the mistake of selecting the familiar hiding place (A) rather than the new hiding place (B), as they progress into Piaget’s substage 4 in sensorimotor development.
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| Y) | The ability to produce an endless number of meaningful sentences using a finite set of words and rules.
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| Z) | Piaget's fifth sensorimotor substage, which develops between 12 and 18 months of age. In this substage, infants become intrigued by the many properties of objects and by the many things that they can make happen to objects.
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| AA) | The focusing of mental resources.
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| AB) | An overall score that combines subscores in motor, language, adaptive, and personal-social domains in the Gesell assessment of infants.
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| AC) | Piaget's second sensorimotor substage, which develops between 1 and 4 months of age. In this substage, the infant coordinates sensation and two types of schemes: habits and primary circular reactions.
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| AD) | A mechanism proposed by Piaget to explain how children shift from one stage of thought to the next.
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| AE) | The appropriate use of language in different contexts.
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| AF) | Area in the brain's left frontal lobe involved in speech production.
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| AG) | Piaget's first sensorimotor substage, which corresponds to the first month after birth. In this substage, sensation and action are coordinated primarily though reflexive behaviors.
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