Untitled Quiz

Learning through association; a stimulus that elicits a response comes to trigger a similar response when paired with a neutral stimulus.

Learning through consequences. Behaviors followed by rewards are strengthened, while behaviors followed by punishment are weakened.

Infants can remember events from earlier in their lives, although they may not remember the specifics of them in detail like older children or adults.

The inability to remember events occurring before approximately age 3.

Study of intelligence, using tools like IQ tests for measuring cognitive abilities.

Developmental tests measuring current infant development, NOT future potential.

Method to evaluate the home environment's impact on child development.

Programs to help infants and toddlers with developmental delays through structured educational experiences.

First stage of cognitive development in children, focusing on learning through senses and actions.

Understanding that objects continue to exist even when out of sight.

Repetitive actions performed by infants, leading to learning about their own actions and the world around them through trial and error.

Understanding that objects continue to exist even when they are out of sight.

A communication system involving words, grammar, and cognitive growth.

The ability to read and write.

The ability to mentally represent objects and events.

Understanding that pictures represent objects or events.

Repeating vowel sounds, like 'ahhhh'.

Difficulty simultaneously representing both a picture and the object it represents mentally.

Repeating consonant-vowel combinations, like 'ma-ma-ma'.

Piaget's first stage of cognitive development, focused on sensory experiences and motor actions.

Basic sounds of a language.

Babies show a preference for new visual stimuli, indicating visual recognition memory.

Verbal expressions conveying meaning, occurring around 10-14 months.

Simple syllables (one) with complete meaning.

Using one sense to guide another.

Two to three words expressing one idea, like 'No do' (Do not do that).

Grouping objects based on how they look.

Using a word too narrowly. (e.g., 'doggy' only for one specific dog).

Grouping objects based on their function or characteristics.

Understanding that one event can cause another.

Using a word too broadly. (e.g., 'Grampa' for all men with gray hair).

Applying grammatical rules inconsistently (e.g., 'I thinked').

Conscious recall of facts and information.

Unconscious recall of habits and skills.

Short-term storage of information being actively used.

Ability to understand numerical relationships.

Children learn from interactions with adults.

Language development is learned through reinforcement and imitation.

We are born with the ability to learn language, using an internal 'language acquisition device'.

A hypothetical part of the brain that enables a child to learn and process language.

Brain maturation, social interactions, and caregivers' interactions all play important roles.

Early stage of language development before babies speak words, often involving repeating sounds.

Babies learn words through repeated exposure and connection to objects.

Children learning two languages often mix aspects of both in their speech.

Parents using simplified language, exaggerated tone, and a special intonation to aid language learning.

Baby talk, a simplified form of language parents use with their babies.

A shared reading activity between adult and child where the child is encouraged to actively participate by asking or answering questions.

Different approaches to reading with children, such as Describer, Comprehender, and Performance-oriented styles.