Exam 9: Seciton 4: Early Childhood: Cognitive Development

The underlying factor allowing the development of theory of mind is static reasoning.

Centration is an obstacle to developing logical operations.

Piagetians believed in scaffolding, a learning process that involves mentors who guide the child.

Jorge is learning Spanish and English simultaneously in his home. Equally fluent in both, he is a balanced bilingual.

A theory of mind is one's own personal understanding of the complex interaction among emotions, perceptions, thoughts, and intentions in oneself and others.

The "vocabulary explosion" typically occurs at about 1 year of age.

Studies suggest that preschool education, such as that provided by Head Start, advances the social and academic development of disadvantaged children.

Children display evidence of fast-mapping before the age of 1.

The temporary, sensitive structure provided by others to a developing child who is learning new skills is known as the zone of proximal development.

The results of a study with 3-year-old children revealed that children are more interested in copying adults than in understanding why adults act out certain human behaviors.

It is always better for a young child to attend preschool than to be home with a parent.

The charting of new vocabulary words by associating them with already-known words is called fast-mapping.

Child-centered programs stress children's development and growth.

Overregularization is actually a sign of increased verbal knowledge.

Conservation refers to a child's assumption that the world is unchanging.

Reggio Emilia programs emphasize formal classroom instruction by the teacher.

A language shift occurs when children become as fluent in their new language as they are in their home language.

Preoperational thought involves magical, self-centered imagination rather than logic.

The best time to learn a second language is in early childhood.

The development of theory of mind has been demonstrated across cultures.