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developmental psychology > chapter 5: perception, knowledge and action in infancy > Flashcards

chapter 5: perception, knowledge and action in infancy Flashcards

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1
Q

cognitive development

A

the development of behaviors related to perception, attention, thinking, remembering and problem-solving

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2
Q

mental representations

A

an internal description of aspects of reality that persist in the absence of these aspects of reality

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3
Q

visual acuity and level at birth

A

the ability to make fine discriminations between the elements in the visual array, 1/30 of perfect vision at adulthood

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4
Q

visual accomodation and level in infancy

A

the ability to focus on objects irrespective of their distance to the eye, poor

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5
Q

when do acuity and accomodation improve

A

in the first 6 months

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6
Q

how can perception in infancy be studies

A

visual preference method or habituation techniques

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7
Q

visual preference method

A

infants are shown two objects side by side, the amount of time they spend looking at each one is compared - implies discrimination

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8
Q

habituation techniques

A

the process by which attention to a stimulus gradually declines over time and recovers when a new stimuli is presented

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9
Q

shape perception in newborns

A

capable of perceiving differences between simple shapes (cross, triangle, square, circle)

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10
Q

problems for infant perception

A

they might be discriminating between the forms on the basis of the presence of a single feature in one stimulus and its absence in others

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11
Q

experiments for perception in newborns - what are they discriminating actually

A

can discriminate between line orientations, 4-month-olds could discriminate on the basis of angular relationships but at 6-weeks couldn’t

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12
Q

size constancy

A

understanding that an object remains the same size despite its retinal image size changing as it moves closer to or away from us

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13
Q

shape constancy

A

understanding that an object remains the same shape even though its retinal image shape changes when it’s viewed from different angles

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14
Q

experiment with size constancy

A

newborns look longer at an object of different size than at the same object at a new distance even when the new object is placed at a distance that leads to the same retinal image - respond to true change in size

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15
Q

retinal image size

A

the size of visually perceived object on the retina of the eyes, will vary depending on the real size of the object and its distance from the observer

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16
Q

object unity

A

understanding that an object is whole or complete even though part of it may be hidden

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17
Q

experiment with object unity

A

habituated 4-month-olds to rod moving back and forth behind the box, looked longer at separate parts - only when the rod moves (common motion)
at 2 months - only showed the same results if the occluding box was made narrow

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18
Q

when can newborns show object unity

A

when the stimuli are presented stroboscopically

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19
Q

object moves behind an occlude experiment

A

habituating infants to an event in which an object moved back and forth disappearing behind an occlude in the central part of its trajectory
6 months - perceive it as continuous
4 months - only when the occlude was narrow or the object was out of sight very briefly
2 months - perceive it as discontinuous

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20
Q

subjective contour

A

when only parts of an object are presented, the remaining contours are filled in, in order that the complete shape can be perceived

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21
Q

subjective contour experiment

A

habituated to a subjective contours of a square and then measuring looking at a real square vs other object
doesn’t exist at birth but does 4+ months

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22
Q

face perception experiment

A

facial features in the right places vs in a jumbled array vs no features but same overall brightness
preference for face in the 1st month
criticism - facial arrangement contained more info around the edges
later for 2 and 4 months

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23
Q

what happened when they moved schematic stimuli int he visual field of newborns

A

followed faces longer and further

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24
Q

what are the two mechanisms behind face preference

A

two process account - innate subcortical mechanism (CONSPEC) that leads them to attend preferentially to facies of the same species + after second month - CONLERN - specialization
preference for certain properties of stimuli that aren’t face specific (top heavy stimuli)

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25
Q

difficulties of face discrimination experiments with infants and how were they combated

A

also able to identify their mothers by the sense of smell (perfume) and the mother also recognizes her child (videotapes)

26
Q

when are newborns capable of discriminating between the mother’s and female stranger’s face

A

within days of birth

27
Q

attractiveness bias in infants explained

A

the prototypical face (attractive) might trigger the face recognition system

28
Q

until when are babies able to discriminate Barbary macaque monkeys

A

can at 6 months not at 9

29
Q

when can infants discriminate other races and infant faces

A

at 3 months can’t by 9

30
Q

when is preference for female faces found

A

by 3 months, only for the same race + male for those with male caregivers

31
Q

what did Piaget say about imitation

A

impossible until infants are capable of representing self and others (late in infancy_

32
Q

how was imitation studied

A

blind raters asked to identify the gesture made by the infant as matching the one the adult had been modeling

33
Q

when do infants prenatally start responding to auditory stimuli

A

at 26 their heart rate is changed in relation to auditory stimuli, respond at 12 weeks

34
Q

what other animals can make similar speech sound discrimination to very young infants

A

chinchilla rabbits

35
Q

cognition

A

psychological processes that involve mental representations and thus that go beyond perception

36
Q

object permanence

A

the ability to understand that even if an object is no longer visible, it continues to exist

37
Q

what did Piaget say, when did development of mental representations happen

A

not before 9 months

38
Q

when can children solve the A not B error

A

8-12 months

39
Q

violation of expectation technique

A

infants are shown an event and are then shown two new events, now of which is possible and one of which isn’t - typically look longer at the impossible one

40
Q

flap violation experiment

A

5 months - familiarized with a repeated event in which a flap rotated from flat on the table through 180 degrees so that was again flat on the table
possible - the flap rotated to hide a block and stopped
impossible - the flap rotated 180 degrees appearing to move through the block (more similar to the original event) - looked longer

41
Q

truck violation experiment

A

familiarized with an event in which a truck ran down a track and passed behind a screen
possible: a block is placed behind the track
impossible: block on the track which the truck just passes
infants at 6 and 8 months - looked longer at the impossible event + at 4 months

42
Q

ball roll violation experiment

A

2-month-olds familiarized to an event in which a ball rolled behind a screen, the screen was raised to show the ball resting against an end wall
possible - screen lifted to show a ball next to the obstruction
impossible - ball beyond the obstruction - looked longer
the top of the obstruction was visible, not full object permanence

43
Q

core knowledge

A

basic information about the world, about the physical properties of object available to the very young infant, possibly innaate

44
Q

two types of moving object events experiment

A

familiarized infants at 3 and 4 months to them
in both - 2 screens present, continuous event, an object moved behind the first screen and showed up from it, disappeared behind the second one and showed up again + discontinuous - the middle segment of the object’ trajectory was omitted, disappeared behind the first screen and an identical object showed up after a delay
those familiarized with the continuous movement looked longer at the two objects and the other way around

45
Q

width of the screen experiment

A

at 7 and 9 months - shown a moving object event in which an object disappeared behind a screen and a different one emerged from the other side
looked longer when the screen was too narrow for both objects

46
Q

subitising

A

the ability to perceive directly the number of items without consciously counting them or using another form of calculation

47
Q

subitising experiment in infants

A

habituated 4 to 7 month old infants to patterns of certain number of dots (2 or 3) and then tested for dishabituation to the other number and a large number condition - dishabituated to the number change

48
Q

hand moving objects experiment

A

infants at 4 and 5 months presented with a single object, a screen hid it, a hand appeared with a second object and placed it behind the screen or took one away if there was 2 in the beginning- looked longer at what wasn’t expected
also looked longer when presented with 1+1 but got 3 objects

49
Q

will infants look for an object under a transparent cup

A

yes, even if they failed when the cup wasn’t transparent - only problem is when one object conceals another, difficulty understanding the relationship between the object and the occlude

50
Q

response perseveration

A

repeating a previously learned response usually when it’s no longer appropriate

51
Q

memory theory for A not B

A

infants rarely made errors if they were allowed to look for the object immediately at B - interference occurred between memory of the object at the first location and memory of it at the second location

52
Q

problem with the memory theory for A not B

A

errors occurred even when the object was fully in view at the B location + errors when the object was placed under a transparent cover at B

53
Q

A as a container explanation

A

infants might be exploring place A for further objects - treat A as a container

54
Q

dogs vs wolves A not B (why does this exist)

A

wolves didn’t make errors on B trials but dogs did in communicative conditions, improved in non-communicative conditions

55
Q

attention A not B theory

A

when attention is distracted during the delay, perseveration behaviors increased
longer looks and larger % of time spent looking during a focal attention task correlated with success on the AB task

56
Q

connection between A not B and SES

A

low SES - delayed development on the task, high SES - higher overall attention, greater increases in attention to complex stimuli

57
Q

frontal cortex

A

involved in emotional experiences and many cognitive abilities

58
Q

executive functions

A

the process whereby behavior is directed and controlled in order that the desired goal will be achieved

59
Q

AB task and EEG activation

A

association, but difficult because infant movements can interfere with EEG
resting EEG might not be valid - maybe those with lower resting activity show a larger increase in activation

60
Q

did infants who made AB errors show evidence of knowing where the object was

A

yes, looked longer

developmental psychology (9 decks)

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