Term
|
Definition
| the sequence in which the earliest growth always occurs at the top-the head- with physical growth in size, weight, and feature differentiation gradually working from top to bottom |
|
|
Term
|
Definition
| the sequence in which growth starts at the center of the body and moves towards the extremities |
|
|
Term
|
Definition
| specialization of function in one hemisphere of the cerebral cortex of the other |
|
|
Term
|
Definition
| developmental perspective in which biological processes and environmental conditions influence the brain's development; the brain has plasticity and is context dependent; and cognitive development is closely linked with brain development |
|
|
Term
| (SIDS) Sudden infant death syndrome |
|
Definition
| a condition that occurs when an infant stops breathing, usually during the night, and suddenly dies without an apparent cause |
|
|
Term
|
Definition
| the perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting |
|
|
Term
|
Definition
| motor skills that involve large-muscle activities, such as walking |
|
|
Term
|
Definition
| motor skills that involve more finely tuned movements, such as finger dexterity |
|
|
Term
|
Definition
| the product of the interaction between info and the sensory receptors- the eyes, ears, tongue, nostrils, and skin |
|
|
Term
|
Definition
| interpretation of what is sensed |
|
|
Term
|
Definition
| the view that perception functions to bring organisms in contact with the environment and to increase adaptation |
|
|
Term
|
Definition
| a method developed by Fantz to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli |
|
|
Term
|
Definition
| decreased responsiveness to a stimulus after repeated presentations of the stimulus |
|
|
Term
|
Definition
| recovery of a habituated response after a chance in stimulation |
|
|
Term
|
Definition
| the ability to relate and integrate info from two or more sensory modalities, such as vision and hearing |
|
|
Term
|
Definition
| In Piaget's theory, actions or mental representations that organize knowledge |
|
|
Term
|
Definition
| Piagetian concept of using existing schemes to deal with new information or experiences |
|
|
Term
|
Definition
| Piagetian concept of adjusting schemes to fit new information and experiences |
|
|
Term
|
Definition
| Piaget's concept of grouping isolated behaviors and thoughts into a higher-order, more smoothly functioning cognitive system |
|
|
Term
|
Definition
| a mechanism that Piaget proposed to explain how children shift from one stage of thought to the next |
|
|
Term
|
Definition
| the first of Piaget's stages which lasts from birth to about 2 years of age; during this stage, infants construct an understanding of the world by coordinating sensory experiences with motoric actions |
|
|
Term
|
Definition
| the Piagetian term for understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched |
|
|
Term
|
Definition
| This term is used to describe the tendency of infants to reach where and object was located earlier rather than where the object was last hidden |
|
|
Term
|
Definition
| states that infants are born with domain-specific innate knowledge systems |
|
|
Term
|
Definition
| the focusing of mental resources on select information |
|
|
Term
|
Definition
| process that occurs when (1) individuals focus on the same object and track each other's behavior, (2) one individual directs another's attention, and (3) reciprocal interaction takes place |
|
|
Term
|
Definition
| imitation that occurs after a delay of hours or days |
|
|
Term
|
Definition
| a central feature of cognitive development, pertaining to all situations in which an individual retains information over time |
|
|
Term
|
Definition
| memory without a conscious recollection; involves skills and routine procedures that are automatically performed |
|
|
Term
|
Definition
| memory of facts and experiences that individuals consciously know and can state |
|
|
Term
|
Definition
| cognitive groupings of similar objects, people, or ideas |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the ability to produce and endless number of meaningful sentences using a finite set of words and rules |
|
|
Term
|
Definition
| use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives |
|
|
Term
| language acquisition device(LAD) |
|
Definition
| Chomsky's term that describes a biological endowment enabling the child to detect the features and rules of language, including phonology, syntax, and semantics |
|
|
Term
|
Definition
| language spoken in a higher pitch that normal with simple words and sentences |
|
|
Term
|
Definition
| Feeling, or affect, that occurs when a person is in a state or interaction that is important to them |
|
|
Term
|
Definition
|
|
Term
|
Definition
| more excess air forced through the vocal cords |
|
|
Term
|
Definition
| sudden outburst of loud crying without preliminary moaning followed by breath holding |
|
|
Term
|
Definition
| smile not occurring due to outside stimulus |
|
|
Term
|
Definition
| smile in response to a stimulus |
|
|
Term
|
Definition
| infant's fear and wariness of strangers that typically appear in the second half of the first year of life |
|
|
Term
|
Definition
| infant's distressed crying when the caregiver leaves |
|
|
Term
|
Definition
| "reading" emotional cues in others to help determine how to act in a particular situation |
|
|
Term
|
Definition
| an individual's behavioral style and characteristic way of responding emotionally |
|
|
Term
|
Definition
| child in a positive mood, establishes regular routines in infancy, adapts easily to new experiences |
|
|
Term
|
Definition
| child who tends to react negatively and cry frequently, engage in irregular daily routines, and who is slow to accept new experiences |
|
|
Term
|
Definition
| a child who has a low activity level, is somewhat negative, and displays low intensity of mood |
|
|
Term
|
Definition
| refers to the match between a child's temperament and the environmental demands with which the child must cope |
|
|
Term
|
Definition
| close emotional bond between two people |
|
|
Term
|
Definition
| an observational measure of infant attachment that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order. |
|
|
Term
|
Definition
| babies that use the caregiver as a secure base from which to explore their environment |
|
|
Term
|
Definition
| babies that show insecurity by avoiding their mothers |
|
|
Term
| insecure resistant babies |
|
Definition
| babies that often cling to their caregiver, then resist her by fighting against the closeness, perhaps by kicking or pushing |
|
|
Term
| insecure disorganized babies |
|
Definition
| babies that show insecurity by being disorganized and disoriented |
|
|
Term
| developmental cascade model |
|
Definition
| involves connections across domains over time that influence developmental pathways and outcomes |
|
|
Term
|
Definition
| socialization that is bidirectional, meaning that children socialize parents, just as parents socialize children |
|
|
Term
|
Definition
| process in which parents tie interactions so that infants experience turn-taking with their parents |
|
|
