accommodation

when we restructure or modify what we already know so that new information can fit in better

assimilation

when we modify or change new information to fit into our schemas

object permanence

the realization that objects (including people) still exist even if they can no longer be seen, touched, or heard

babbling & gesturing

6-9 months; infants begin making vocalizations that include the sounds required for language; repetition of certain syllables (ba-ba-ba)

holophrasic speech

12-13 months; partial words may be used to convey thoughts

overextension

a word applies to all objects that are similar to the original object (zebra at the zoo is also doggie)

telegraphic speech

18 months; can express themselves by using phrases (can sound like text messages where unnecessary words are not used)

child-directed speech

universal tendency involving exaggerating the vowel & consonant sounds, using a high-pitched voice & delivering the phrase with great facial expression

english speaking children

first words tend to be nouns; due to being taught name an object & its qualities (color, texture, size, etc.)

chinese speaking children

first words tend to be verbs; due to being taught to notice action & relationship between objects

behaviorism

language develops using reinforcement

natavism

language acquisition device (LAD); a mental structure that enables humans to learn

social pragmatics

humans are social beings & we must communicate because we are dependent on each other for survival

egocentrism

the tendency of young children to think that everyone sees things in the same way as the child

theory-of-mind

the understanding that the mind holds people's beliefs, desires, emotions & intentions

animism

the belief that inanimate objects are capable of actions & have life qualities

artifioalism

the belief that environmental characteristics can be attributed to human actions or interventions (someone put stars in the sky)

transductive reasoning

a failure in understanding the true relationships between cause and effect; they draw a relationship between two separate events that are otherwise unrelated

centration

the act of focusing all attention on one characteristic or dimension of a situation, while disregarding all others

conservation

the awareness that altering a substances appearance doesn't change it's basic properties

irreversability

when a person is unable to mentally reverse a sequence of events

fast-mapping

a word-learning process in which new words are rapidly learned by making connections between new words & concepts already known

overregularization

children learn the rules of grammar as they learn the language with some rules taught explicitly and others intuitively

scaffolding

a guide provides needed assistance to the child as a new skill is learned

zone of proximal development

the range of material that a child is ready to learn if proper support & guidance is given

hart & risley research

children from less advantaged backgrounds are exposed to millions of fewer words in their first 3 years of life than children who come from more privileged socioeconomic backgrounds

dr. john gabrieli

the number of conversational turns was more important to development in broca's area than the number of words heard or the family's SES (interaction > exposure)

sensory memory

where information comes in through the senses and is processed if the mind believes that the information important

working memory

where information that has been processed in sensory memory goes; including all information that you are consciously aware of

long-term memory

where information is stored for long periods of time

key features of language development

can tell jokes and delights in doing so; best time to be taught a second language

learning difficulties - what you must consider

misdiagnosis; difficulties can change over time, either improving or becoming irrelevant; the child, teachers, and family members may interpret actions of the child through the diagnostic label; social implications from peers due to the label; label can influence child's self-concept, or their expectations for themselves and their confidence

self-fulfilling prophecy

tendency to act in a way that makes what you predict will happen come true

achievement test

used to measure what a child has already learned

aptitude test

used to measure a student's ability to learn or to determine potential in a particular program

gardner's theory of multiple intellogences

three skills measured by IQ tests; logical-mathematical, linguistic, spatial

triarchic theory of intelligence: analytical

includes the ability to solve problems of logic, verbal comprehension, vocabulary and spatial abilities; includes the ability to analyze, evaluate, judge, compare and contrast; only one of the three that can be measured by an aptitude test

triarchic theory of intelligence: creative

includes the ability to apply newly found skills to novel situations; includes finding a novel solution to an unexpected problem or producing a beautiful work of art/well-developed story

triarchic theory of intelligence: practical

includes the ability to use common sense and to know what is called for in a situation; includes the ability to find solutions that work in everyday life by applying knowledge based on experiences

student state

a time in which the child focuses on a task or tries to stay focused on a task; may be passive, compliant, and often frustrated

street corner state

a time in which the child is playful, energetic, and excited; may express personal opinions, feelings and beliefs

home state

occurs when parents or siblings visit the school; may enjoy special privileges, such as going home early or being exempt from certain school rules in the parent's presence; can be difficult if the parent is there to discuss trouble at school

sanctity state

a time in which the child is contemplative, quiet, or prayerful

hidden curriculum

cultural values, concepts, behaviors and roles that are part of the school experience, but are not part of the formal curriculum

selective attention

the process by which one focuses on one stimulus, while tuning out another

divided attention

the ability to pay attention to two or more stimuli at the same time

metacognition

"thinking about thinking"; being aware of and evaluating your own thinking while it happens. because of this awareness, people tend to reflect more on themselves, become more aware of how others see them, and sometimes analyze experiences in a very logical or intellectual way

hypothetical thinking

reasoning that includes propositions and possibilities that may not reflect reality

intuitive thinking

thoughts that arise from an emotion or a hunch, beyond rational explanation, and is influenced by past experiences and cultural assumptions; more commonly used in everyday life

analytic thinking

thought that results from analysis, such as a systematic ranking of pros and cons, risks and consequences, possibilities and facts; depends on logic rationality

relativistic thinking

thinking that understands the relative, or situational, nature of circumstances

imaginary audience

the other people who, in an adolescents egocentric belief, are watching and taking note of their appearance, ideas, and behavior; makes many self-conscious

personal fable

aspect of adolescent egocentrism characterized by an adolescent's belief that their thoughts, feelings, and experiences are unique, more wonderful, or more awful than anyone else's

invincibility fable

an adolescent's egocentric conviction that they cannot be overcome or even harmed by anything that might defeat a normal mortal; belief that they are above some of the rules, disciplines and laws that apply to others, including death; removes any impulse to control one's behavior

behavioral decision-making theory

proposes that adolescents and adults both weigh the potential rewards and consequences of an action; however, adolescents seem to give more weight to rewards, particularly social rewards like social warmth and friendship, than adults do, who give more weight to long-term consequences

creation of middle schools

created for grades 5 or 6-8 as a way to distinguish between early adolescence and late adolescence because the average age of puberty has declined over the years