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cognitive development

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development of increasingly sophisticated thinking, reasoning, and language with age

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universals

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similar patterns in how children change and progress over time regardless of the specific environment

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developmental milestone

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appearance of a new, more advanced behavior that indicates significant progress in a child's development

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maturation

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occurrence of genetically controlled physical advancements as a child develops

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sensitive periods

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age range during which a certain aspect of a child's development is especially susceptible to environmental conditions

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culture

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behaviors and belief systems of a long-standing social group that impact all of the layers of environmental influence (Bronfenbrenner's theory)

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neuron

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cell in the brain or another part of the nervous system that transmits information to other cells

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glial cell

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cell in the brain that supports neurons or general brain functioning

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synapse

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junction between two neurons that allows transmission of messages from one to the other

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neurotransmitter

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chemical substance through which one neuron sends a message to another

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cortex

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upper part of the brain and is the site of complex, conscious thinking processes

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synaptogenisis

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universal process in early brain development in which many new synapses form spontaneously

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synaptic pruning

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universal process in brain development in which many previously formed synapses wither away

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myeliniation

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growth of a fatty sheath (myelin) around the axons of neurons, enabling faster transmission of electrical impulses

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plasticity

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ability to reorganize in order to adapt to changing circumstances; term often used to describe human brain

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clinical method

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procedure in which an adult presents a task or problem and asks a child a series of questions about it, tailoring later questions to the child's response to previous ones

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class inclusion

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recognition that an object simultaneously belongs to a particular category and to one of its subcategories (children and jellybean example)

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Piaget's basic assumptions

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-children are active and motivational learners -children construct rather than absorb knowledge -children continually learn new things through assimilation and accommodation -interactions with one's physical and social environment are essential for cognitive development --the process of equilibration promote progression towards increasingly complex thought -children think in qualitatively different ways at different ages due to maturation in the brain

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constructivism

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theoretical perspective proposing that learners actively construct knowledge from their environment

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scheme

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organized groups of similar actions or thoughts that are used repeatedly in response to the environment

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assimilation

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process of dealing with an object or event in a way that is consistent with an existing scheme

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accomidation

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process of dealing with a new object or event by either modifying an existing scheme or forming a new one

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equilibrium

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state of being able to address new events with existing schemes

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disequilibrium

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state of being unable to address new events with existing schemes; typically accompanied by some mental discomfort

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equilibration

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movement from equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thoughts and understandings

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sesorimotor period

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Piaget's first stage of cognitive development, in which schemes are based largely on behaviors and perceptions

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preoperational stage

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Piaget's second stage of cognitive development, in which children can think about objects and events beyond their immediate view, but cannot yet reason in logical ways

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preoperational egocentricism

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inability of children in Piaget's preoperational stage to view situations from another person's perspective

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conservatism

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recognition that nothing added or taken away, amount stays the same regardless of alterations to shape or arrangement (glasses of water examples)

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concrete operational stage

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Piaget's third stage of cognitive development, in which adultlike logic appears but is limited to concrete reality

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formal operational stage

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Piaget's fourth and final stage or cognitive development, in which logical reasoning processes are applied to abstract ideas as well as concrete objects

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formal operational egocentricsm

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inability of adolescents in Piaget's formal operational stage to separate their own abstract logic from the perspective of others and form practical considerations

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critiques of Piaget's theory

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-cognitive development can more accurately be described in terms or gradual trends instead of discrete stages -adults often use formal operational thought on topics they are familiar with and think concretely about topics they are unfamiliar with

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neo-Piagetian theory

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theoretical perspective that combines elements of Piaget's theory with more contemporary research and theories and suggests that development in specific content domain is often stagelike in nature

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sociocognitive conflict

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situation in which one encounters and has to wrestle with ideas and viewpoints inconsistent with one's own

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Vygotsky's basic assumptions

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-Through both informal conversation and formal schooling, adults convey to children ways in which their culture interprets and responds to the world -every culture passes along physical and cognitive tools that make daily living more productive and efficient -thought and language become increasingly interdependent in the first few years of life -complex mental processes begin as social activities and gradually evolve into internal mental activities that children can use independently -children appropriate their cultures' tools in their own idiosyncratic manner -children can accomplish more difficult tasks when assisted by more advanced and competent individuals -challenging tasks promote maximum cognitive growth -play allows children to stretch themselves cognitively

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sociocognitive conflict

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situation in which one encounters and has to wrestle with ideas and viewpoints inconsistent with one's own

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sociocultural theory

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theoretical perspective emphasizing the importance of society and culture in promoting learning and development

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cognitive tool

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concept, symbol, strategy, procedure, or other culturally constructed mechanism that helps people think about and respond to situations more effectively

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self-talk

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process of talking to oneself as a way of guiding oneself through a task

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inner speech

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process of talking to and guiding oneself mentally rather than aloud

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internalization

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process through which a learner gradually incorporates socially based activities into his or her cognitive process

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appropriation

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process of internalizing but also adapting the cognitive tools of one's culture for one's own use

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actual developmental level

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upper limits of tasks that a learner can successfully perform independently

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level of potential development

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upper limit of tasks that a learner can successfully perform with the assistance of a more competent individual

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zone of proximal development (ZPD)

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range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently

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mediated learning experience

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discussion between an adult and a child in which the adult helps the child make sense of an event they are mutually experiencing

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scaffolding

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support mechanism that helps a learner successfully perform a challenging task (a task within their zone of proximal development)

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guided participation

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a child's performance of a real-world adult activity, facilitated by developmentally appropriate adult support

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apprenticeship

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mentorship in which a novice works intensively with an expert to learn how to perform complex new skills

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cognitive apprenticeship

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mentorship in which a teacher and a student work together on a challenging task and the teacher provides guidance in how to think about the task

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language developmment

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to understand a language effectively children must understand the language's phonology (how it sounds), semantics, syntax, and pragmatics

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metalinguistic awareness

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ability to think consciously about the nature and functions of language

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specific language impairment

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disability characterized by abnormalities in the production or comprehension of spoken language, to the point that special educational services are required

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phonological awareness

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ability to hear the distinct sounds that comprise spoken words

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English Language Learner (ELL)

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school-age child who is not fully fluent in English because of limited exposure to English prior to enrollment in an English-speaking school

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immersion

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second-language instruction in which students hear and speak that language almost exclusively in the classroom

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bilingual education

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second-language instruction in which students are instructed in academic subject areas in their native language while simultaneously being taught to speak and write the second language

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basic interpersonal communication skills (BICS)

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proficiency in English for day-to-day conversation with English speakers but not sufficient for academic success in an English-only curriculum

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cognitive academic proficiency (CALP)

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mastery of English vocabulary and syntax sufficient for English language learners to achieve academic success in English-only curriculum

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subtractive bilingualism

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phenomenon in which immersion in a new language environment leads to deficits in a child's native language

ormrod educational psychology ch. 2 – Flashcards

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