Chapter 8.6-8.8

Question 1

Preferential Looking

Answer 1

the longer a baby looks at stimulus the more it prefers it

Question 2

Habituation

Answer 2

infants stop looking at something if it doesn’t change

Question 3

Innate

Answer 3

existing since birth

Question 4

Reflexes

Answer 4

involuntary behavior patterns of babies

Question 5

Synaptic Pruning

Answer 5

unused dendrites, axon terminals, and synaptic connections are cleared away to make space for increased brain growth

Question 6

Order of sensory development

Answer 6

touch, smell, taste, hearing, and vision (eyes are very complex organs)

Question 7

Cognitive Development

Answer 7

the development of thinking, problem-solving, and memory

Question 8

Piaget’s Theory (explanation)

Answer 8

children form schemas as they experience new situations and events

Question 9

Schema

Answer 9

a mental framework that guides organization and interpretation of information

Question 10

Assimilation

Answer 10

trying to understand in terms of already existing schema

Question 11

Accomodation

Answer 11

altering or adjusting old schema to understand new situations

Question 12

Piaget’s 4 Stages of Cognitive Development (emphasis, stages, and criticism)

Answer 12

focusing on a child’s interaction with objects

1) Sensorimotor Stage
2) Preoperational Stage

criticized for stages not being so rigid and timeline-defined

Question 13

Sensorimotor Stage (description)

Answer 13

0-2 years old, infant uses its senses and motor abilities to interact with objects in the environment

Question 14

Preoperational Stage (description and features)

Answer 14

2-7 years old, learning to use language as a means of exploring the world

• Pretending and make-believe, not capable of logical thought, take seen reality as given,

Question 15

5 traits of the Preoperational Stage

Answer 15

1) Animism: belief that everything is alive
2) Egocentrism: child’s inability to see the world through anyone else’s eyes
3) Centration: tendency of a child to focus on one feature of an object while ignoring other relevant features
4) Conservation: the ability to understand that changing the appearance of an object does not change its nature
5) Irreversability: inability of a child to reverse an action

Question 16

Concrete Operations Stage

Answer 16

7-12 years olds, child becomes capable of logical thinking but can’t think abstractly

-kids come to rational conclusions about their fantasies and think they understand the world better than anyone else

Question 17

Abstract concepts

Answer 17

don’t have a physical, concrete, or touchable reality

Question 18

Formal Operations Stage

Answer 18

12-adulthood, adolescent becomes capable of abstract thought

• not all adults achieve this and instead live very grounded lives, understanding multiple POVs, reevaluation

Question 19

Vygotsky’s Theory

Answer 19

emphasizes interaction between children and more developed children/adults (social and cultural interaction)

Question 20

Scaffolding

Answer 20

skilled learner providing building steps to a less skilled learner

Question 21

Zone of Proximal Development

Answer 21

Difference between what a child can do alone vs. what a child can do with the help of a teacher (way to measure intelligence)

Question 22

Autism Spectrum Disorder

Answer 22

a neurodevelopmental disorder with broad causes that leads to problems in thinking, feeling, language, and social skills

Question 23

Theory of Mind

Answer 23

ability to understand other people’s belief, intentions, and desires (autistic people struggle with this)

Question 24

Temperament

Answer 24

the enduring characteristics someone is born with (personality

Question 25

3 Basic Infant Temperaments (temperaments and takeaway)

Answer 25

1) Easy: regular in schedule, happy and easily soothed
2) Difficult: irregular and resistant to change, loud and crabby
3) Slow to warm up: less difficult but are slow to adapt to change

Temperament’s impact is dependent on goodness of fit to parent’s personalities

Question 26

Attachment

Answer 26

emotional bond between an infant and primary caregiver

Question 27

Ainesworth’s Attachment Styles (explanation, 4 styles, and takeaway)

Answer 27

Ainesworth ran an experiment where children were allowed to explore a room and interact with a stranger

1) Secure: willing to explore, easily soothed
2) Avoidant: not concerned about mother or stranger
3) Ambivalent: clinging, upset with stranger and mixed feelings toward mother
4) Disorganized/Disoriented: unsure how to react to mother

Mother’s also acted variably, likely dictating or influencing children’s behavior

Question 28

Self-Concept

Answer 28

image of oneself that develops based off of interactions with other people

Question 29

Erikson’s Theory (explanation)

Answer 29

Development happens in 8 stages based off of emotional crises (turning points) that must be handled properly

Question 30

Erikson’s 8 Stages

Answer 30

1) Infant Development: Trust vs. Mistrust (infant learns trust depending on how their basic needs are met)
2) Toddler: Autonomy vs. Shame/Doubt (toddlers begin to understand that they can control their basic actions)
3) Preschool: Initiative vs. Guilt (children learn to take responsibility for their own behavior and self-control)
4) Elementary School: Industry vs. Inferiority (learn new skills and compare themselves to successes and failures)
5) Adolescence: Identity vs. Role Confusion (adolescents try to define who they are and want to be as adults)
6) Early Adulthood: Intimacy vs. Isolation (young adults face the task of finding someone share their identity with)
7) Middle Adulthood: Generativity vs. Stagnation (nurture the next generation or fail to look beyond personal needs)
8) Late Adulthood: Integrity vs. Despair (reaching a sense of wholeness and acceptance of how life has been)