| A-not-B error | Tendency for 8- to 12-month-old infants to search for a hidden object in a place where they previously found it rather than in the place where they most recently saw it being hidden. 178
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| Bayley Scales of Infant and Toddler Development | Standardized test of infants' and toddlers' mental and motor development. 171
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| behaviorist approach | Approach to the study of cognitive development that is concerned with the basic mechanics of learning. 169
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| 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 parentese. 197
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| circular reactions | Piaget's term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance. 174
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| classical conditioning | Learning based on association of a stimulus that does not ordinarily elicit a particular response with another stimulus that does elicit the response. 30, 169
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| code mixing | Use of elements of two languages, sometimes in the same utterance, by young children in households where both languages are spoken. 197
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| code switching | Changing one's speech to match the situation, as in people who are bilingual. 197
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| cognitive neuroscience approach | Approach to the study of cognitive development that links brain processes with cognitive ones. 169
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| cross-modal transfer | Ability to use information gained by one sense to guide another. 182
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| deferred imitation | Piaget's term for reproduction of an observed behavior after the passage of time by calling up a stored symbol of it. 177
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| dishabituation | Increase in responsiveness after presentation of a new stimulus. 180
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| dual representation hypothesis | Proposal that children under age 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time. 179
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| early intervention | Systematic process of providing services to help families meet young children's developmental needs. 172
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| elicited imitation | Research method in which infants or toddlers are induced to imitate a specific series of actions they have seen but not necessarily done before. 177
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| explicit memory | Intentional and conscious memory, generally of facts, names, and events; sometimes called declarative memory. 188
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| guided participation | 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 that of the adult. 188
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| habituation | Type of learning in which familiarity with a stimulus reduces, slows, or stops a response. 180
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| holophrase | Single word that conveys a complete thought. 192
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| Home Observation for Measurement of the Environment (HOME) | Instrument designed to measure the influence of the home environment on children's cognitive growth. 171
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| implicit memory | Unconscious recall, generally of habits and skills; sometimes called procedural memory. 187
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| information-processing approach | Approach to the study of cognitive development by observing and analyzing the mental processes involved in perceiving and handling information. 34, 169
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| intelligent behavior | Behavior that is goal oriented and adaptive to circumstances and conditions of life. 170
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| invisible imitation | Imitation with parts of one's body that one cannot see. 177
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| IQ (intelligence quotient) tests | Psychometric tests that seek to measure intelligence by comparing a test-taker's performance with standardized norms. 170
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| language | Communication system based on words and grammar. 189
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| language acquisition device (LAD) | In Chomsky's terminology, an inborn mechanism that enables children to infer linguistic rules from the language they hear. 194
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| linguistic speech | Verbal expression designed to convey meaning. 192
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| literacy | Ability to read and write. 198
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| nativism | Theory that human beings have an inborn capacity for language acquisition. 194
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| object permanence | Piaget's term for the understanding that a person or object still exists when out of sight. 178
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| operant conditioning | Learning based on association of behavior with its consequences. 31, 169
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| Piagetian approach | Approach to the study of cognitive development that describes qualitative stages in cognitive functioning. 169
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| prelinguistic speech | Forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and accidental and deliberate imitation of sounds without understanding their meaning. 189
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| psychometric approach | Approach to the study of cognitive development that seeks to measure the quantity of intelligence a person possesses. 169
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| representational ability | Piaget's term for capacity to store mental images or symbols of objects and events. 176
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| schemes | Piaget's term for organized patterns of thought and behavior used in particular situations. 33, 173
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| sensorimotor stage | In Piaget's theory, first stage in cognitive development, during which infants learn through senses and motor activity. 173
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| social-contextual approach | Approach to the study of cognitive development that focuses on environmental influences, particularly parents and other caregivers. 169
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| syntax | Rules for forming sentences in a particular language. 193
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| telegraphic speech | Early form of sentence use consisting of only a few essential words. 193
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| violation-of-expectations | Research method in which dishabituation to a stimulus that conflicts with experience is taken as evidence that an infant recognizes the new stimulus as surprising. 185
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| visible imitation | Imitation with parts of one's body that one can see. 177
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| visual preference | Tendency of infants to spend more time looking at one sight than another. 181
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| visual recognition memory | Ability to distinguish a familiar visual stimulus from an unfamiliar stimulus when shown both at the same time. 181
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| working memory | Short-term storage of information being actively processed. 188, 266
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