Exam #3, Life Span Development

Sensorimotor substage 4. Coordination of 2ndary circular reactions

8-12 mo. Coordination of vision/touch---hand-eye coordination; coordination of schemes and intentionality. Infant manipulates a stick in order to bring an attractive toy within reach.

Aphasia (loss or impairment of language processing)

Broca's area. left frontal lobe: involved in producing words Wernicke's area. left hemisphere: language comprehension Damage to either can cause Aphasia.

seriation *concrete operational

Understanding quantitative relationships between objects. Ordering different lengths of sticks in right order.

Noam Chomsky

United States linguist whose theory of generative grammar redefined the field of linguistics (born 1928)

Arnold Gesell

United States psychologist noted for his work in child development (1880-1961), Believed maturation (nature) and not environment (nurture) was primary in development

private speech

children's self-directed speech that they use to guide their behavior and talk themselves through new tasks -- this gradually turns to inner speech

habituation

decreased responsiveness with repeated presentation of the same stimulus

mneumonics

memory aids, especially those techniques that use vivid imagery and organizational devices; rhyme ,music, repetition

organic retardation

mental retardation that is caused by a genetic disorder or brain damage, Down's syndrome, fragile X

fluid intelligence

one's ability to reason speedily and abstractly; tends to decrease during late adulthood

crystallized intelligence

one's accumulated knowledge and verbal skills; tends to increase with age

echoing

prompting---child's response is not understood & adult attempts to clarify the utterance by repeating it and leaving a blank where the unintelligible portion was ( I ate a __________).

source memory

recall of when, where, and how information was acquired

memory

retention of information over time

short-term memory

retention of memory for up to 15-30 seconds, assuming there is no rehearsal

Bayley Scales of Infant Development

scales developed by Nancy Bayley that are widely used in the assessment of infant development; the current version has five components (cognitive scale, language scale, motor scale, socio-emotional scale, and an adaptive scale)

Carolyn Rovee-Collier

(context and memory) She conducted research that demonstrates infants can remember perceptual motor information. The baby tied to a mobile experiment.

Ginzberg report

*Written by Eli Ginzberg *Focused on the nursing shortage *Concluded that the primary reasons for the shortage were inadequate economic incentives, a need for more adequate health care, and inefficient use of nursing resources and nursing potential

abecedarian intervention program

-1972 North Carolina -111 poor children in experiment, some given childcare from infancy, others a control group -Result: more kids stayed in school and earned better grades in the early schooled group

mental retardation

1. has low IQ <70 2. Difficulty adapting to everyday life. 3. First exhibits these characteristics by age 18 4. 89% mild, IQ 55-70

Emphasis on prevention, not remediation

1. high quality intervention improves IQ and school achievement 2.Effect are strongest for poor with low educated parents 3. Positive benefits continue into adolescence 4. Educates parents to be more sensitive

Alzheimer's

1. language does change with this disease, word finding difficulties are one of the earliest symptoms

Use and misuse of intelligent tests

1. tools dependent upon user skill and knowledge 2. substantially correlated with school performance 3. moderately correlated with work performance; correlation decreases as experience increases. 4. IQ test can easily lead to false expectations and generalizations; self-fulfilling prophecies 5. Measures only current performance 6. Other factors also affect success

Sensorimotor substage 2. First habits and primary circular reactions. (infants body is center of attention)

1-4 mo.Infant's attempt to reproduce interesting or pleasurable event. Infant coordinates two types of schemes: habits and primary circular reactions. Habit is a scheme based on a reflex that has become completely separated from the eliciting stimulus. Infants in this stage might suck even when no bottle is present. Circular reaction is a repetitive action.Primary circular;infant accidentally sucks his fingers when they are placed near his mouth, may later search for fingers but infant cannot coordinate visual and manual actions.

Infancy language development (1)

1. Crying- from birth 2. Cooing- 1-2 mo 3. Babbling- ~6 mo (understands first word@5 mo) 4. 7-11 mo, Change from universal linquist to language-specific listener. 5. Gestures- 8-12 mo, comprehension of words appears 6. 13 mo, first spoken word 7. 18 mo, Vocabulary spurt starts. 8. 18-24 mo, Uses two-word utterances. Rabid expansion of understanding of words

Knowledge

1. Current knowledge and expertise are influential on a child's ability to remember. 10 y.o. chess players were able to remember more info about position of chess pieces on a board than were college students who were not chess players.

Critical thinking

1. Data recall (facts) 2. Data processing (compare/contrast, venn diagram) 3. Data application (conclusion, evaluate, create, what to do with data.

Mechanisms of Change (info processing approach)

1. Encoding-process info gets into memory 2. Automaticity- ability to process info with little or no effort -increases with age and experience 3. Strategy construction- problems are solved by encoding key information and coordinating it with relevant prior knowledge. Once a strategy is discovered, it can be generalized or applied to other problems. 4. Self-modification-Process of adapting knowledge and strategies to new learning situations. Newer and more sophisticated responses are constantly being built. 5. Metacognition- "knowing about knowing", understanding self

Stability and change in intelligence through adolescence

1. Group scores remain stable; strong relation between IQ scores obtained @ 6,8,9,10 yrs 2. Correlation between IQ in preadolescent yrs and 18 still statistically significant 3. Individual scores vary more, children are adaptive, IQ scores fluctuate dramatically in childhood.

Wisdom

1. High levels are rare 2. Emerges late adolescence and early childhood 3. Factors other than age are critical 4. Personality-related factors are better predictors of wisdom 5. Definition and differ by culture

strategies to improve the processing of information

1. Imagery- mental images to remember verbal information 2. Elaboration- engaging in more extensive processing of information 3. Thinking of examples and self-reference are effective ways to elaborate information.

Do people have one or many intelligences

1. Many argue research base to support theories not yet established 2. Some say Gardner's classification seems arbitrary (Analytical,Creative,Practical) 3. Some experts argue for general intelligence believe individuals also have specific intellectual abilities.

Software of the mind (cognitive pragmatics)

1. Reading/writing skills, language comprehension, educational qualifications, professional skills, knowledge about self and life skills 2. Can improve with age. Aps are skills we add.

Seattle Longitudinal Study

1. Showed that perceptual speed declined most rapidly 2. Indicates tremendous variation between people 3. Cognitive performance can be improved 4. Cognitive deterioration may be related to disuse, increase *Performance until age 30 or early 40s, plateau at 50-60 years, less decline if process is central part of life.*processing speed 5. Criticism; intellectual abilities more likely to decline in cross-sectional rather than longitudinal studies. 6. tested: vocabulary, verbal memory, number computations, spatial orientation, inductive reasoning, perceptual speed.

Extremes of intelligence

1. Slightly more than 2/3 scores fall between 85-115. (normal range) 2. 1 in 50 have IQ > 130, or < 70

Hardware of the mind (cognitive mechanics)

1. Speed and accuracy of processes involved in sensory input, attention, memory, organizing, and discrimination. 2. Strong influence of biology and heredity 3. Declines with age

Children's long term memory

1. Young children can remember better if given appropriate cues and prompts. 2. Preschool children are disproportionately vulnerable to suggestive influences. 3. Children can be led to incorporate false suggestions into their memory of past experiences leading to problems when using children to testify as witnesses.

Control over attention

1.Preschooler attends to external salient stimuli (significant; conspicuous; standing out from the rest) 2.6-7 yrs- attentive to relevant information (more selective of their interests) 3. Ability to shift attention increases with age.

Sensorimotor substage 5. Tertiary circular reactions, novelty and curiosity

12-18 mo. Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior. A block can be made to fall, spin, hit another object and slide against the ground.

Sensorimotor substage 6. Internalization of schemes

12-24 mo. Ability to use primitive symbols; shift to mental manipulation. An infant who has never thrown a temper tantrum before sees a playmate throw a tantrum; the infant retains memory of the even, then throws one himself the next day

Lev Vygotsky

1896-1934; Russian developmental psychologist who emphasized the role of the social environment on cognitive development and proposed the idea of zones of proximal development.ZPD SOCIAL CONSTRUCTIVIST APPROACH.

Robert Sternberg

1949-present; Field: intelligence; Contributions: devised the Triarchic Theory of Intelligence (ANALYTICAL; (ability to judge, evaluate, compare, ad contrast), PRACTICAL(ability to use, apply,implement, and put ideas into practice), and CREATIVE( ability to create, design,invent, originate, and imagine)

Sensorimotor substage 1. Simple reflexes:

1st mo. Sensation and action are coordinated primarily through reflexive behaviors, such as rooting and sucking. Infant may suck when a bottle or nipple is only nearby.

sensorimotor stage (Piaget)

1st stage of thought. Birth to 2yrs. Progression in infant's ability to organize and coordinate sensations with physical movements and actions. 6 substages 1. Simple reflexes 2. First habits and primary circular reactions 3. Secondary circular reactions 4. Coordination of secondary circular reactions 5. Tertiary circular reactions, novelty and curiosity 6. Internalization of Schemes

symbolic functioning stage (Piaget) 1st substage

1st substage of preoperational thought, occurring roughly between the ages of 2 and 4. Children use scribble designs to represent people, houses, cars, clouds, and so on; they begin to use language and engage in pretend play. Two important limitations, ego-centrism and animism.Child gains ability to mentally represent and object that is not present.

intuitive thought stage (Piaget) 2nd substage

2nd substage of preoperational thought. 4-7 yrs age.Children begin to use primitive reasoning and want to know the answers to all sorts of questions. Intuitive because young children seem so sure about their knowledge and understanding yet are unaware of how they know what they know.

language

A form of communication, whether spoken, written, or signed, that is based on a system of symbols. Left hemisphere of brain.

semantic memory

A person's knowledge about the world, including personal expertise, general academic knowledge, and common things. Older adults take longer to retrieve semantic memory, but usually then can ultimately retrieve it. Gap between semantic memory and episodic memory widens during middle/late adulthood yrs.

normal distribution

A symmetrical, bell-shaped curve with the majority of the cases falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range.

divergent thinking

A type of creative thinking in which one creates distinctive solutions to problems thinking "outside the box". At times generating different answers to same question.

Sustained attention

Ability to maintain attention to a selected stimulus for a prolonged period of time. Also called vigilance.

personal fable *adolescent egocentrism

Adolescent's sense of uniqueness and invincibility. Delusions of grandeur, high risk behavior.

formal operational stage (Piaget)

Ages 11-15 yrs.Individuals move beyond concrete experiences and think in abstract and more logical ways. They develop images of ideal circumstances, entertaining possibilities for the future. The also use more systematic and logical reasoning.Children solve problems by trial-and-error. Hypothetical-deductive reasoning; like scientists.

preoperational stage (Piaget) 2nd developmental stage- early childhood

Ages 2-7yrs. children begin to represent the world with words, images and drawings. 2 substages : 1. Symbolic function substage 2. Intuitive thought substage

concrete operational stage (Piaget) 3rd stage cognitive development.

Ages 7-11 yrs. Children can perform concrete operations and they can reason logically as long as reasoning can be applied to specific or concrete examples. adding apples etc

mental age

An individual's level of mental development relative to others.

Donald Super

Career theorist who postulated that the individual chooses a career which allows the self-concept to be expressed. Theory includes the life-career rainbow.

Infancy language development (2)

Child relies at heavily at first on gesture, tone, context. Receptive vocabulary considerably exceeds spoken vocabulary. Preschoolers learn and apply syntax rules.By elementary school years, children become skilled at using syntactical rules to construct lengthy and complex sentences.

reciprocal teaching

Children teaching children; In which individuals take turns leading a small group discussion.

language acquisition device

Chomsky's concept of an biologically innate, prewired mechanism in the brain that allows children to acquire language naturally. Theoretical, not physical part of the brain. Evidence of uniformity in language milestones across languages and cultures.

Charles Spearman

Creator of "g-factor", or general intelligence, concept.Theorist who proposed that intelligence consisted of both general intelligence, ability to do complex work like problem solve and intelligence which included specific mental abilities, ability to do verbal or math skills

Nancy Bayley

Devised the most commonly used infant intelligence test (Bayley Scales of Infant Development),from 2 to 42 months of age,

Howard Gardner

Devised theory of 8 multiple intelligences: logical-mathematic, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic.Has considered adding 8th type; existentialist.(exploring and finding meaning of life)

Information-processing approach

Emphasizes that individuals manipulate information, monitor it , and create strategies about it.

Divided attention

Involves concentrating on more than one activity at the same time.

Fagan test

Focuses on infant's ability to process information. Estimates a baby's intelligence by comparing amount of time spent looking at an object with amount of time spent looking at familiar object.

Selective attention

Focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant.

Jean Piaget

Four stage theory of cognitive development: 1. sensorimotor, 2. preoperational, 3. cvoncrete operational, and 4. formal operational. He said that the two basic processes work in tandem to achieve cognitive growth-assimilation and accomodation. Discontinuous.

developmental quotient (DQ)

Gesell's infant intelligence test ;an overall developmental score that relates to performance in four domains: motor skills, language use, adaptive behavior, and personal-social. Combined score is DQ.

hypothetical-deductive reasoning *formal operational

Have the cognitive ability to develop hypotheses, or best guess, and systematically deduce the best path to follow in solving a problem.

William Perry

He said that adolescents often view the world in therms of polarities- right/wrong, we/they, or good/bad.

Eli Ginzberg

He was involved with the establishment of the National Institutes of Mental Health (NIMH), being appointed a member of the National Mental Health Advisory Board in 1959. NIMH funded the nation's first community-based advocacy planning institute in Brooklyn in 1968, a project that employed black Columbia and Yale graduate students in economics and a White House Fellow. He was involved with the establishment of Medicare and Medicaid in 1965., Professor of economics at Columbia University; conducted a study with colleagues from nursing, medicine, and the social sciences that resulted in the publication of the Ginzberg report.

adolescent egocentrism

Heightened adolescents' self-consciousness. Involves imaginary audience and personal fable.

gifted

High IQ 150 Precocity - master and area earlier than peers March to their own drum- make discoveries on their own etc Passion to master- intense obsessive interest and ability to focus

K. Warner Shaie

His work has been focused primarily on the study of cognitive development from young adulthood to advanced old age as exemplified by the ongoing Seattle Longitudinal Study.

holophrase speech

Holophrase- one word sentence (earliest speech)

labeling

Identifying the names of objects,which children are asked over and over--"the great word game"

egocentrism *limitation of preoperational thought

Inability to distinguish between one's own perspective and someone else's perspective.

stages of retirement

Includes: Honeymoon, Disenchantment, Reorientation, Retirement Routine, and Termination

Sensorimotor substage 3. Secondary circular reactions

Infant is more object oriented, moving beyond preoccupation with the self (4-8 mo). Infant becomes more object oriented, moving beyond preoccupation with self. Schemes are not intentional or goal directed, but are repeated because of their consequences. Infant might shake a rattle, repeats for sake of its fascination.Coos to make a person stay near;as person starts to leave, infant coos again.

Influence of heredity on intelligence

Intelligence: 70% nature, 30% nurture.. nurture weighing in as much as heredity. Influence increases in aging.

Executive attention

Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks and dealing with novel or difficult circumstances.

centration- *limitation of preoperational thought

Involves focusing or centering attention on one characteristic to the exclusion of all others. Most evident in young children's lack of conservation.See Seriation and transivity.

metamemory

Knowledge and awareness of a person's own memory., an understanding about the processes that underlie memory, which emerges and improves during middle childhood (11-12 yrs)

working memory

Mental "workbench" where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language.

operations

Mental actions that are reversible, and concrete operations are operations that are applied to real, concrete objects .

Infancy language development (3)

Nature vs Nurture; Mother's education level is positively correlated to number of books in home. Single parent and welfare families had fewer books than two parent and affluent families. Kindergartners had better language skills if parents read to them 3+ times a week.

assimilation

Occurs when children incorporate new information into their existing knowledge schemas.

David Wechsler

Psychologist; developed tests similar to the Stanford-Binet IQ test, aimed at both adults and children., Developed WISC and WAIS {IQ tests} Wechsler Adult Intelligence Scale,WISC(children).

dishabituation

Recovery of a habituated response after a change in stimulation. Increase in responsiveness after a change in stimulation.

implicit memory

Refers to memory without conscious recollection: involves skills and routine procedures that are automatically performed and is less likely to decline in older adulthood. *like driving a car

imaginary audience *adolescent egocentrism

Refers to the aspect of adolescent egocentrism that involves feeling one is the center of everyone's attention and sensing that one is " *on stage". *especially in early adolescence

recasting

Rephrasing a statement that a child has said, perhaps turning it into a question, or restating a child's immature utterance in the form of a fully grammatical sentence.

expanding

Restating, in a linguistically sophisticated form, what a child has said.

cultural-familial retardation

Retardation that is characterized by no evidence of organic brain damage, but the individual's IQ is generally between 55 and 70.

triarchic theory of intelligence

Robert Sternberg's theory that describes intelligence as having analytic, creative and practical dimensions.

Influence of environment on intelligence

SES (Socioeconomic status) may have more effect than ethnicity-gap narrows in college; parent communication, schooling. Intelligence test scores increase each year around the world; effects of technology? Flynn effect-(finding that average IQ scores have been rising at a rate of 3 points a decade.)

phonology

Sound system of language; how the sounds are used and combined- phoneme is smallest unit of sound

Fuzzy trace memory

States that memory is best understood by considering two types of memory representations: verbatim memory trace and gist. 1. Verbatim memory trace consists of precise details of the information. Gist refers to central idea of information 2. When gist is used, fuzzy traces are built up. 3. During childhood there is a shift from storing and retrieving the verbatim traces and beginning to use the gist more. This contributes to improved memory and reasoning of older children because fuzzy traces are more enduring and less likely to be forgotten than verbatim traces.

David Elkind

Studied the cognitive skills of adolescents; believed that they focused on themselves and believed their own feelings are unique causing them to be prone to some riskiness and occasional impulsiveness.

transivity *concrete operational

The ability to logically combine relations to understand certain conclusions. A is longer than B and B is longer than C, therefore A is longer than C. (Understanding relations between classes of objects)

Emotional intelligence (Selovey/Mayer)

The ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion.

infinite generativity

The ability to produce an endless number of meaningful sentences using a finite set of words and rules.

intelligence

The ability to solve problems, adapt and learn from experience; some including creativity and interpersonal skills.

attention

The action of concentrating and focusing mental resources. Sustained attention, selective attention, divided attention, executive attention.

pragmatics

The appropriate use of language in different contexts

conservation- *limitation of preoperational thought

The awareness that altering and object's or substance's appearance does not change its basic properties. The beaker test. Piaget.

animism *limitation of preoperational thought

The belief that inanimate objects have lifelike qualities and are capable of action.

explicit memory

The conscious memory of facts and experiences.

Alfred Binet

The individual that published the first measure of intelligence in 1905. The purpose of his intelligence test was to correctly place students on academic tracks in the French school system. IQ test.

semantics

The meaning of words and sentences.

Metacognition *info processing approach

The process of reflecting on one's thinking; "knowing about knowing" Understanding self and how you learn best. Key factor in ability to engage effectively in critical thinking. Middle adults have accumulated a great deal of metacognitive knowledge.

episodic memory

The retention of information about where and when of life's happenings. Younger adults have better episodic memory than older adults.

syntax

The way words are put together to form acceptable phrases, clauses, and sentences, (grammar)

Jerome Bruner

Theories:"Discovery Learning" and "Constructivism" Bruner suggests that learning is an active process in which learners construct new ideas or concepts based on knowledge or past experiences. His constructivist theory emphasizes a student's ability to solve real-life problems and make new meaning through reflection. Discovery learning features teaching methods that enable students to discover information by themselves or in groups.

schemas

These are actions or mental representations that organize knowledge.Mental frameworks that organize concepts and information.

critical thinking

Thinking reflectively and productively, and evaluating the evidence. 1.Data recall (facts) 2. Data processing (comparing/contrasting; venn diagrams) 3. Data application (conclusion; evaluate/create)

Bayley Scales of Intelligence (Nancy Bayley 1969)

Used to assess infant behavior and predict later development. 5 scales: cognitive, language, motor, socio-emotional, and adaptive. First three administered directly to infant, latter two questionnaires give to the caregiver.

scaffolding (Vygotsky's)

Vygotsky's idea that learners should be given only just enough help so that they can reach the next level. Changing level of support, decreasing as competence increases. Dialog is important tool in scaffolding.

morphology

Word formation based on meaning. A morpheme is the smallest unit of sound which carries meaning in a language.

ZPD - * see Vygotsky's theory cognitive development

Zone of Proximal Development (ZPD) Tasks too difficult for children to maser alone but can be mastered with guidance and assistance from more-skilled person. 1. assess child's ZPD 2. Use child's ZPD in teaching 3. Use more skilled peers as teachers 4. Monitor and encourage children's use of private speech 5. Place instruction in a meaningful context.

intelligence quotient (IQ)

a childs mental age divided by chronological age, multiplied by 100

long-term memory

a relatively permanent and unlimited type of memory

telegraphic speech

early speech stage in which a child speaks like a telegram--'go car'--using mostly nouns and verbs and omitting 'auxiliary' words

prospective memory

involves remembering to perform actions in the future

infant-directed speech; child-directed speech

speech that adults use with infants that is slow and has exaggerated changes in pitch and volume; it is thought to aid language acquisition

mean length of utterance

the average length of youngster's spoken statements (measured in morphemes)

object permanence

the awareness that things continue to exist even when not perceived

classification

the basic cognitive process of arranging into classes , categories, or groups

infantile amnesia

the inability to remember events that occurred during one's early years (before age three)

autobiographical memory

the memory for events and facts related to one's personal life story

convergent thinking

thinking that brings together information focused on solving a problem (especially solving problems that have a single correct solution) *usually required on intelligence tests