chap 5-6 Flashcards
(151 cards)
When does learning of language begin?
In the womb
teratogen
an agent, like chemical or virus, that can reach the embryo/ fetus during prenatal development and cause harm
fetal alcohol syndrome
physical and mental abnormalities in children caused by a pregnants women heavy drinking
-signs include a small, out-of-proportion head and abnormal facial features
Newborn
-arrives with automatic reflex responses that support survival
-cries to elicit help and comfort
-searches for sights and sounds linked to other humans, especially mother
-smells and sees well and uses sensory equipment to learn
-possesses a biologically rooted temperament
Newborn habituation
-fetuses have adapted to a vibrating, honking device on mother’s abdomen
-gain familiarity with repeated exposure to sounds
Newborn prferences
newborns prefer face-like images and the smell of the mother’s body
infancy and childhood: physical development
-brain cells are sculpted by heredity and experience
-Birth: neuronal growth spurt and synaptic pruning
- 3-6 months: rapid frontal lobe growth and continued growth into adolescence and beyond
-early childhood: critical period for some skills
-throughout life: brain tissue changed by learning
infancy and childhood: Motor development
-develop as the nervous system and the muscles mature
-are primarily universal in sequence but not in timing
-are guided by genes and influences by the environment
-involve the same sequence throughout the world
back to sleep
-infants sleep on their backs
-position is associated with later crawling but not later walking
Jean Piaget
-noticed kids brain worked differently
-stage theorist
-Children are active thinkers
-mind develops through a series of universal stages
-children’s developing brains build schemas that are used and adjusted through assimilation and accommodation
maturation processes
biological development that is independent of experience/environment
schemas
organized structures that interprets information/ experience
-guides how you go about doing things
assimilation
forcing new info to fit
-interpreting one’s new experience in terms of one’s existing schemas
accommodation
essence of intellectual growth
-adapting one’s current understandings (schemas) to incorporate new information
-changing cognitive structure in order to accept something from the environment
Piaget’s Theory: sensorimotor stage
-birth to nearly 2 years
-uses senses to explore world
Milestones:
-object permanence (when have it move to next stage)
-stanger anxiety
Object permanence
awareness that things continue to exist even when not perceived
-move from sensorimotor stage to preoperational stage when they have this
Piaget’s Theory: Preoperational stage
-2-7 years
-learn to use language but can’t perform the mental operations of concrete knowledge- use intuitive rather than logical reasoning
-conservation
-theory of mind
Key milestones:
-egocentrism/curse of knowledge
-pretend play
conservation
quantity remains the same despite changes in shape
egocentrism/curse of knowledge
difficulty in taking another’s POV
Piaget’s Theory: concrete operational
-7-11 years
-children gain the mental operations that enable them to think logically about concrete events
-begin to understand the changes in form before changes in quantity
- they begin to understand simple math and conservation
Milestones:
-mathematical transformations
-conservation
Piaget’s Theory: Formal operation
-12-adulthood
-children are no longer limited to concrete reasoning based on actual experience
-able to think abstractly
Reflecting on Piaget’s theory
-children went through stages faster than he hypothesized
-milestones unfold basically as he proposed but is vague about when it goes from one stage to the other
-development is more continuous
-children may be more competent than revealed
attachment
emotional tie with another person
stranger anxiety
fear of strangers
-parallels object permanence
