Ch 7

tertiary circular reactions

Piaget's fifth substage of the sensorimotor period, in which infants try different schemes to discover the effects of those actions

sensorimotor intelligence

Piaget's first stage of cognitive development, from birth to 24 months of age

reflex schemes

Piaget's first substage of the sensorimotor period, in which infants respond to the world with a limited set of predated behaviors

coordination of secondary schemes

Piaget's fourth substage of the sensorimotor period, in which infants perform two separate scheme in order to produce a desired outcome

preoperational thought

Piaget's second stage of congested development from 2 to 6 years age

primary circular reactions

Piaget's second substage of the sensorimotor period, in which sensory and motor schemes are activated by chance

mental combinations

Piaget's sixth substage of the sensorimotor period, in which infants are able to think about their actions and select schemes in order to achieve a desired outcome

schemes

Piaget's term for actions used to explore and interact with the physical environment

accommodation

Piaget's term for adjusting exploratory actions in response to an object's novel characteristics

assimilation

Piaget's term for employing previously used actions to explore an object

object permanence

Piaget's term for infants' gradually developing understanding that objects continue to exist even when they are not in sensory or motor contact with them

egocentric

Piaget's term for infants' tendency to understand the world through their own sensory and motor acts

a-not-b error

Piaget's term for the tendency, first seen around 8 months of age, for infants to search for objects at locations from which they previously successfully retrieved objects, even though they saw the object being hidden at a different location

secondary circular reactions

Piaget's third substage of the sensorimotor period, in which infants repeat schemes in order to achieve specific outcomes

zone of proximal development (ZPD)

Vygotsky's term for the distance between a child's ability to solve a problem alone and how much better the child can solve the problem when guided or assisted by a more capable individual

gaze following

a characteristic of social interaction in which one person shifts his or her visual attention in the direction of another person has turned to look

theory of mind (ToM)

a cognitive achievement that emerges around the age of 3 years, enabling children to understand others' feelings and beliefs

short-term memory

a limited storage system that holds information for only a few seconds if the information is not actively rehearsed

enabling relations

a logically or practically necessary order between steps in a sequence

Bayley Scales of Infant Development

a measure that is used to assess infant intelligence through motor, mental, and behavior rating scales

violation-of-expectation procedure

a procedure in which infants are shown possible and impossible events in order to test their understanding of physical phenomena and object properties

play

activity that is intrinsically motivated focused on means rather than ends, different from purely exploratory behavior, nonliteral, and free from externally applied rules

representational insight

awareness of the relation between a space and a symbol for that space

explicit memory

conscious awareness of specific information, such as events and facts

long-term memory

information that is stored and available to be retrieved repeatedly over time

guided participation

patterns of social interaction and structured activity during joint problem solving involving people with different levels of skills and knowledge

pretend/symbolic play

play that emerges after 12 months of age, in which children behave in a nonliteral way

sociocultural contexts

settings in which children spend time, including home, childcare, and school

joint attention

shared perceptual exploration during social interaction, in which gaze alternates between some aspect of the environment and another person involved in the interaction

allocentric framework

spatial orientation that is based on external cues in the environment

egocentric framework

spatial orientation that is based on one's own body and physical actions

arbitrary relations

steps in a sequence that may be performed in any order because they are not logically or practically linked

categorization

the ability to group aspects of the world according to shared attributes

recall memory

the ability to remember a previously presented stimulus or event in the absence of ongoing perceptual support

recognition memory

the ability to remember a previously presented stimulus or event when it is presented at a later time

deferred imitation

the ability to remember and repeat an action that was observed earlier in the absence of a model for those actions

mental representation

the ability to remember and think about objects and events, even when those objects and events are not physically present

scaffolding

the process through which more capable individuals structure tasks to boost less capable individual's performance

implicit memory

unconscious learning, including conditioning and aspects of motor learning

egocentric speech

verbal behavior that is directed toward oneself rather than others, with the purpose of enhancing concentration and performance during an activity