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Child devel. > Chapter 6 - Cognition in Infants and Toddlers > Flashcards

Chapter 6 - Cognition in Infants and Toddlers Flashcards

1
Q

a childs brain develops primarily as a result of what

A

repeated stimulation to sensory pathways and synaptic connections in the brain

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2
Q

Jean piaget was took a different approach in research in development psychology and what was it

A

to investigate not as a philosopher (discussions an debates) but by doing experiments with children

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3
Q

according to piaget, childrens engagement with the world helps thme develop what and describe it

A

schemas
-psychological strucutres that organize experience

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4
Q

during infancy, most schemas are based on what

A

an infants own actions

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5
Q

as children develop, their basis for creating schemas shift from physical movements to what

A

functional, conceptual and abstract propteries fof objects, events and ideas

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6
Q

childrens schemas change with increasing experience and as a result of what 2 procceses working together

A

assimilation
accomodation

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7
Q

when does assimilation occur

A

when new experiences are incorporated into existing schemas
-understanding about the world that is then applied to other new situations

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8
Q

describe accommodation

A

occurs when schemas are modified based on experience
-as a result of an experience, changes previously held understanding about the world

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9
Q

assimilation and accomodation are usually in what

A

balance/equlibrium

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10
Q

what happens if someone spends more time accomodating then assimilatin and vice versa and what must be done

A

balance becomse upset
-state of disequilibrium
-reorganize their schemas to return to state of equilibrium

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11
Q

what year does the sensorimotor stage occur

A

birth to 2

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12
Q

characterisitcs of trh sensorimotor stage

A

infants knowledge of the world is based on senses and motor skills

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13
Q

age preoperational thouth stage occurs

A

2 to 6

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14
Q

characterisctcs of preoperational stage

A

child learns how to use symbols
-words, numbers, to represen aspects of the world

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15
Q

age concrete operational thought occurs

A

7 to 11

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16
Q

characteristics of concrete operational thought

A

child understand and applies logical operations to experiences

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17
Q

age formal operational thought occurs

A

7 to 11

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18
Q

characteristics of formal operational thought

A

adolsecnt or adult thinks abstractly

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19
Q

infants perceptual and motor skills imrpove quickly during what ag

A

first year

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20
Q

why do they use basic sensorimotor skills to explore surroundings

A

while still in infancy, cannot rely on language

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21
Q

name the 4 substages of sensorimotor and around what age they occur

A

1 - excerising reflexes (birth to 1 month)
2 - learning to adapt (1 to 4 months)
3 - making interesting events (4 to 8 months)
4 - using means to achieve ends (8 to 12 months)
5 - experimenting (12 to 18 months)
6 - mental representation (18 to 24 months)

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22
Q

describe substage 1 of sensorimotor

A

newborns initially rely on reflex responses to stimuli

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23
Q

describe substage 2 of sensorimotor

A

reflexes are modified by experience

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24
Q

what is the chief mechanism for change and describe it and what stage of sensorimotor is this found in

A

primary circular reaction
-when ifnants use their bodies to accidentally produce a pleasing event and then try to recreate the event
-substage 2

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25
Q

describe substage 3

A

infant shows greater interest in the wolrd, objects become incorporated into circular reactions

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26
Q

novel actions that are repeaed with objects are called what does it represent

A

secondary circular reactinos
-represents and infants first efforts to ecplore properties and actions of objects in the environemnt

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27
Q

describe substage 4 of sensorimotor

A

marks the onset of deliberate, intentional behaviour because means and ends of activities become distinct

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27
Q

what is the first indication of purposeful behaviour during infancy and in what stage does this occur

A

using one action as a means to achieve a particular end
-substage 4

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28
Q

descirbe sustage 5 of sensorimotor

A

active experimenter with new objects

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29
Q

what is tertiary circular and in what substage of sensorimotor does it occur

A

infant will repeat old schemas with objects as if trying to understan why different objects yield different outcomes
-substage 5

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30
Q

describe substage 6 of sensorimotor

A

most infants are able to think about what is happening around them without having to physically exmpolore a situation
-become more able to mentally work through simple problems that present themselves

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31
Q

at what substage of sensorimotor do we see infants form early capabilities at make believe play and what does this often result from

A

6
-deferred imitation
-childrens abilitiy to imiate actions that they have observe at an earlier time

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32
Q

what marks the end of the sensorimotor thought

A

ability to mentally represent the world internally

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33
Q

what substage of sensorimotor would thumb sucking be

A

2

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34
Q

what substage of sensorimotor would moving an obstacle to reach a toy

A

4

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35
Q

what substage of sensorimotor would sucking a nipple

A

1

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36
Q

what substage of sensorimotor would shaking a toy to hear it rattle be

A

3

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37
Q

what substage of sensorimotor would shaking different toys to hear the sounds they make

A

5

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38
Q

what is object permanece

A

understanding that objects exist independently of oneself and ones actions

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39
Q

what did piaget believe when it came to object permanence in 1 to 4 month olds

A

believe that objects no longer exist when they disappear from view

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40
Q

what did piaget believe when it came to object permanence in 8 to 10 month olds

A

when see an object hidden under one contain and then see it hidden under a second, they routinely look for toy under first container
-infants search for objects but their understanding of object permanence remains incomplete

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41
Q

what did piaget believe abnout object permanence in 12 month olds

A

rather than accepting that an object has disappeared, infants will look fo rmissing object in several different locations

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42
Q

according to paiget, at what age do infants have full understanding of object permanence

A

18 months

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43
Q

what did aspect of piagets beliefs did researchers question and because of what

A

his view on infants object permanence
-minor changes can affect 8-10 months old in hidden object task (infants who are unsuccessful on taks might be showing poor memory rather than inadequate understanding of nature of objects)
-investigators have shown that babies understand objects much earlier than piaget claiems

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44
Q

describe the experiment done that proved babies understand object permenance much earlier than piaget claimed

A

-infants saw silver screen that was rotating back and forth with an orange box that would appear every now and then
-from infants perspective appeared as if box vanished behind hte screen only to reappear
-this violates idea that objects exist permanently
-those who understand object permenance would found this to be s novel stimuli and look at it longer
-found that 4 and half months looked longer at event showing some understanding of object permanence

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45
Q

why are childrens theories called naive theories

A

unlike scientific theories, not created by specialists, rarely evaluated by formal experimentation

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46
Q

in relation to naive physics, what do infants know by 3 or 4 months

A

objects move along connected continuous paths and cannot move through other objects

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47
Q

in relation to naive physics, what do 6 month olds know

A

expect a stationary object to move following a collision
-understand the distance travelled by that object depends on size of the colliding obejct

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48
Q

when does naive understanding of physics takes place

A

throughout preschool years and lateer

49
Q

Slaughter and her team found that infnats understand their bodies in what 3 ways

A
  • short-term mental representations of the body based ons ensorimotor experiences
  • long-term knowldge of the physical location and interrelationships of body parts (viuospatial knowledge)
    -semantic understanding that comes bgy learning the names of body parts, (lexical semantic knowledge)
50
Q

what is sensory memory

A

where info is held in ra, unanalyzed form very briefly (no longer than a few seconds0

51
Q

what is working memory

A

site of ongoing cognitive acivity includes
-ongoing cognitive processes
-information they require
system of components that holds a limitied amount of info temporarily in a heightned state of availability for use in ongoing processing

52
Q

what is long-term memory

A

limitless, permanent storehous of knowledge
-includes facts, personal events and skills
-info is rarely forgotten but can be hard to access

53
Q

what is working memory similiar to in a computer

A

random-access memory
-load programs we want to run and temporarily store the data the programs are using

54
Q

long term memory is similiar to what of a computer

A

hard drive

55
Q

what is procedural memory

A

memory for how we do things

56
Q

what is semantic memory

A

memory for particular facts

57
Q

what is autobiographical or episodic memory

A

memory for specfic events that have occured for a person

58
Q

impairments in episodic memory have benn noted in children who have what

A

-born very prematurely
-experienced low levels of exygen at birth (hypoxia)

59
Q

describe the steps of mental softeware

A

-undeerstand question
-search memory for list
-compare question with list
-respond

60
Q

how can children improve perfomance of certains tasks according to information processing

A

altering the attention and memory strategies they use

61
Q

researchers studying way finding in children and adults found what

A

-self-rating prior to an experience of route reversal was a weak predictor of actual performance
-children and adults could improve their route reversal performance if they were told to take a look back while learning the route

62
Q

researchers studying way finding in children and adults came to what conclusion

A

-beliefs about sense of direction are based on a persons recollecting the effectiveness of the attention and memory strategies they used during past way-finding situations

63
Q

Robbie case combined asepcts of what 2 theories and reffered to it as neo-piagetian approach

A

information proccesing and piagetian theory

64
Q

what is neo-piagetian approach

A

movemnt from one stage of piagets stages to the next was due to advances in information processing related skills and abilities
-not simply to maturation

65
Q

what did case argue in neo-pagetian approach

A

as childrens memory capacity and ability to mentally manipulate info improves, so too did childrens overall cognitive ability and understanding of hte world

66
Q

what is an orienting response

A

a physical reaction to a strong or unfamiliar stimulus

67
Q

what is habituation

A

state of diminished responding to a stimulus as it becomes mroe familiar

68
Q

what is dishabituation

A

state of reorientation, when a person becomes aware of a stimulus to which the person previously had habituated

69
Q

an infants habituation and visual recognition abilities are part of brain involving what 3 parts of brian and they beign to emerge at what age

A

-anterior cingulated gyrus
-prefrontal cortex
-basal ganglia
second half of an infants first year

70
Q

infants who are more efficient at processing info tend to have what

A

higher executive function throughout early childhood

71
Q

in classsical condition gives infants what and whay do they learn

A

a sense of order in their worlds
-a stimulus is a signal for what will happen enxt
-learn to associate events in their environment

72
Q

what are4 examples of how a child might learn

A

habituation
classical conditioning
operant conditioning
imitation

73
Q

what comes first, names of numbers or basic number skills

A

the ladder

74
Q

describe how we know infants understand basic number skills

A

-show many pictures with same different objects shown twice
-look at it for a while and eventually habituates and looks away showing no more interest
-once this occurs, show a pitcure of a single object or of three object and they dishabituate looking at it with renewed interest

75
Q

can infants distinguish between objects based on number and quantity

A

yes

76
Q

at 6 months, infants can distinguish between objects in a 1:2 ratio but not a and what does this mean

A

2:3 ratio
-would be able to tell difference between 1 and 2 objectrs or between 2 and 4 objects but not between 2 and 3 or 4 and 6 objects

77
Q

what is an egocentric frame of reference

A

thinking o objetcs in space exlusively int erms of their relationship to the childs own body position

78
Q

what is objective frame of reference

A

thinking of objects in space relative to the position of objects or persons other than oneself

79
Q

in the bayley scales of infant developmet what does the mental scale assess

A

infants adaptive behaviour

80
Q

in the bayley scales of infant developmet what does the motor scale assess

A

infants motor control, coordination, and abiltity to manipulate objects

81
Q

in the bayley scales of infant developmet other than motor and mental, what are 3 other scales assessed

A

habituation
memory
problem solving

82
Q

what is a challenge to some psychological tests such as the bayley scales of infant developmet

A

often do not validly assess people from cultures not represented in the origincal standardized sample upon which the test was based
-might not be sensitive to cultural or socioeconomic differences

83
Q

are score from infant intelligence tests related to intelligence score obtain in later life

A

no

84
Q

what abilities in a baby can be predictive of IQ through adolescence

A

ability to habituate and dishabituate

85
Q

what steroid hormone has an impact on learning and memory and it comes from what gland

A

coritsol
-adrenal gland on the kidney

86
Q

basic building blocks of language are called what and describe

A

phonemes
-sounds that are joined to create words

87
Q

can infants distuinguash phonemes

A

yes
-some as ealry as one month

88
Q

describe study that looked to see if babies responded differently to distinct sounds

A

-a rubber nipple was connected to a tape recorder
-everytime baby would suck, sound would play
-first sound baby would suck often to ehar ut, eventually habituated and sucked less often
-if tape shanged to different sound, baby would suck rapidly again
-recognize that the souynds were different

89
Q

babies growing up in homes where only english is spoken have no regular experience with nasal versus non-nasal vowels but can still what

A

hear the diffreence between them, unlike parents, who cannot

90
Q

when it comes to an infants first birhtday whta happens in terms of recognizing sound

A

-become in tune with langague exposed to daiy
-can no longer recognize difference in native language sounds

91
Q

by 6 months, what can infants do when it comes to perceiving speech

A

look at the correct parent when they hear mommy or daddy

92
Q

when 7 to 8 month olds hear a word repeatedly in different centences, they later pay more attention to this word compared to oens they havent previously head what does this show

A

they can listen to sentences and recognize sound patterns that they hear repeatedly

93
Q

in order to pick out where individual words begin and end in a flow of conversation, what do infants pay attention to

A

linguistic stress

94
Q

what do infants pay more attention to, stressed or unstressed syllables and what is this good for

A

stressed
-strategy for identifying beginnigns of wordswh

95
Q

what type of linguistic stress does the english language have

A

many 2 syllable words that have stressed syllable followed by an unstressed syllable
ex; pup-py, tooth-paste

96
Q

is linguistic stress a foolproof sign

A

no, many two syllable words have stress on second syllable
-so infants need other methods to identify words in speech

97
Q

in middle infancy, children concentrate less on phonemes and more on what

A

speech stress

98
Q

by late infancy, both speech stress and phonemes become what

A

intergrated with each other

99
Q

what is infant directed speech

A

speaking slowly in exaggerated changes of pitch and loudness whne connmincating with babies, formerly called motherese

100
Q

by 2 months babies can produce what type of language

A

sounds that are languaged based
-like vowel sounds, known as cooing

101
Q

what is babbling

A

speech-like sound that has no meaning

102
Q

at around 7 months, an infants babbing includes what

A

intonation
-pattern of rishing or falling pitch, similar to the rising and falling pattern of speech in normal conversation

103
Q

whta is the intonation in english like

A

pitch firsth rises and then falls toward end of sentence

104
Q

what works to activate the auditory cortex in people who are profoundly deaf and what does this suggest

A

sign language
-neural mechanisms exist in the human brain for processing language not just speech

105
Q

why do children with cerebral palsy have difficulty with babbling

A

normal control of breathing is essential to produce soeech related sounds
-they may have mroe difficulty controlling air expiration

106
Q

what do infants tend to leanr fisrt, verbs or nouns

A

nouns

107
Q

using habituation-dishabituation what did janet werker and athena vouloumanos discover when it came to ifnants detecting differences betwen normal speech and nonsense speech and what did they conclude

A

ifnants listened longer to real speech sounds
-bias toward actual human speech envourages rapid development of speech in infancny

108
Q

when does a childs vocabulary grows slowly at first

A

once they have insight that a word can symobolixe an object or action

109
Q

around how many words would a 15 month old learn each week

A

2 to 3 new words

110
Q

what is naming explosion and when does this occur

A

18 months
-learn new words, particularlyy objects, much more rapidly than before

111
Q

what is fast mapping

A

ability of children to rapidly conenct new words to their referents

112
Q

toddlers are more likely to learn an objects name when what

A

adults look at the object while saying its name

113
Q

what are 4 rules when it comes to children learning new words

A

-name refers to a whole object
-if object already has a name, and another name is presented, new name denotes a subcategory of orginal name
-a word applied consistently to only one of similiar category members, is a proper noun (occurs between 16 and 20 months)

114
Q

what is underextension

A

when a word is defined too narrowly

115
Q

what is overextension and when is this a common mistake in children

A

defining a word too broadly
-1 to 3 years

116
Q

overextension error occurs less frequently qhen children are comprehending words compared to what

A

producing words

117
Q

what is referential style

A

a childs intial tendency to learn primarily words thar name objects, person, or actions instead of social phrases

118
Q

what is expressive style

A

childs initial tendency to learn primarily social phrases in language rather than object names

119
Q

how do children with referential stle use language as

A

intellectual tool - means od learning and talking about objects

120
Q

how do children with expressive style use language

A

social tool - way of enhancing interactions of others

Child devel. (13 decks)

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