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Psy 2201 > Chapters 4-8 and film > Flashcards

Chapters 4-8 and film Flashcards

1
Q

Born to learn film

A
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2
Q

Why are babies “universal citizens of the world”?

A

They can hear same differences between sounds. They are universal only before their first birthday.

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3
Q

What are effects of speaking “parentese” on language development?

A

Parentese - unique signal
Babies babbled and spoke more

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4
Q

What age will a child’s brain have developed to 90% of adult size?

A

Age 5

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5
Q

What age where their differences between children’s executive function tasks based in high and low income?

A

Before six months (Dr.Clearfield)

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6
Q

What do infants/newborns need?

A

Fed breast milk or iron-fortified infant formula, high-iron foods

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7
Q

When can they eat solid foods?

A

4-6 months

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8
Q

Motor development

A

Neoates move head to side to avoid suffocation: head lift - 1 mo, lift chest - 2 mo, hold up head - 3 to 6 mo

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9
Q

cephalocaudal vs proximodistal

A

cephalocaudal - growth starts from the head and moves down to the feet.
proximodistal - growth starts from the body’s center, and moves outwards, to the arms and the legs

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10
Q

Development of hand control

A

3 months - Ulnar grasp, clumsy movements toward objects
4 to 6 months - can transfer objects back and forth between hands, more successful at grasping objects
9 to 12 months - Pincer grasp, can pick up tiny objects
15 to 24 months - stacking ability

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11
Q

Locomotion

A

6 months - roll over, sit if supported
7 months - sit on their own
8 to 9 months - crawl, walk with support
11 months - pull themselves up
12 to 15 months - walk by themselves, fall easily
Age 2 - can climb, run, walk backwards, jump several inches

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12
Q

Visual preferences

A

Neonates - nearsighted, 20/600, poor peripheral vision, expands to 45 degrees at 7 weeks
Birth to 6 months - dramatic gains in visual acuity made, 20/50
3 to 5 - visual acuity reaches adult level 20/20

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13
Q

Depth perception

A

Gibson and Walk (1960) examined depth perception with the visual cliff, identified what age depth perception develops, ability to crawl indicated ability to perceive depth
Campos (1970) - 9 months, heart rate increased when infants placed on edge of cliff, newly walking infants more afraid of falling off

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14
Q

Jean Piaget - Cognitive development

A

Stage 1: Sensorimotor, 0 to 2 years
Stage 2: Preoperational, 2 to 7 years
Stage 3: Concrete Operational - 7 to 12 years
Stage 4: Formal Operational - begins 11/12 years

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15
Q

Schemes

A

Children’s concepts of the world aka cognitive structures

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16
Q

Assimilation

A

For many new experiences, we can process this information and actively incorporate it into existing schemes

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17
Q

Accommodation

A

Sometimes, new experiences cannot fit into an existing schema and we have to modify that schema

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18
Q

Sensorimotor substages (1-3)

A

1st (1mo)- simple reflexes, grasping, sucking, visual tracking
2nd (1 to 4 mo)- primary circular reactions, motor (moving hands) and sensory (looking) scheme
3rd (4 to 8 mo)- secondary circular reactions, focus shifts to objects and environmental events

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19
Q

Sensorimotor substages (4-6)

A

4th (8 to 12 mo)- coordination of secondary schemes, show intentional, goal-directed behavior
5th (12 to 18 mo)- tertiary circular reactions, trial and error
6th (18 to 24 mo)- use mental trail and error instead of physical

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20
Q

Object permanence

A

birth to 6 mo - out of sight out of mind
6 mo - some advances are made
8 to 12 mo - some make the A-not-B error, but others know exactly where to look

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21
Q

Prelinguistic vocalizations

A

2nd mo - makes vowel-like sounds (cooing)
6-9 mo - begins babbling

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22
Q

Echolalia (10-12 mo)

A

imitates and repeats words or sounds

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23
Q

Intonation (end of the 1st year)

A

rising or falling of voice

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24
Q

When is the first word spoken?

A

between 11-13 months

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25
Q

Vocabulary acquisition

A

Slow at first
3 to 4 mo - 10 to 30 words
18 mo - about 50 words
22 mo - about 300 words

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26
Q

Overextension

A

Children extend the meaning of one word to refer to things and actions for which they do not have words

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27
Q

Telegraphic speech

A

Brief expressions that have meanings of sentences

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28
Q

Types of telegraphic speech

A

Holophrases - single words that express complex meanings
Two word sentences - begin when vocab consists of about 50 to 100 words

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29
Q

Syntax

A

the arrangement of words and phrases to create well-formed sentences in a language

30
Q

What is attachment?

A

An affectional bond characterized by seeking closeness with another and distress upon separation

31
Q

4 types of attachments

A

Secure attachment
Resistant attachment
Avoidant attachment
Disorganized/disoriented attachment

32
Q

Secure attachment characteristics

A

Mild distress at leave-takings and being readily soothed by reunion

33
Q

Resistant attachment characteristics

A

Severe distress at leave-takings and ambivalent behavior at reunions

34
Q

Avoidant attachment characteristics

A

apparent indifference to leave-takings by and reunions with an attachment figure

35
Q

Disorganized/disoriented attachment characteristics

A

Dazed and contradictory behaviors toward an attachment figure

36
Q

Establishing attachment

A

Attachment is related to the quality of infant care. Parents of secure infants are more affectionate, predictable, and cooperative

37
Q

Fathers and attachment

A

Important contributors to emotional security and social competencies
Securely attached to both parents can give the child less anxious/ socially withdrawal, adjust better to challenges of attending school, better emotional regulation

38
Q

Attachment stability

A

Patterns of attachment persists when caregivers conditions are the same over time
Attachment styles can change
Early attachment styles endure throughout life

39
Q

Stranger anxiety

A

Appears 6 to 9 mo
Peaks at 9 to 12 mo
Declines in second year
children are less distress when mother is presents

40
Q

Social referencing

A

Sometimes an infant will look to a caregiver for cues to help them know how to respond, occurs 6 mo

41
Q

Development of self-concept

A

Self-awareness appears at 18 mo, develop notions of sharing and cooperation, emotions; embarrassment, envy, pride, guilt, and shame

42
Q

Gross and Fine motor skills

A

Gross - by 4 to 5 yrs most have mastered large motor skills
Fine - involve the small muscles used in manipulation and coordination EX: drawing

43
Q

Piaget’s preoperational stage (1-3)

A
  1. Egocentrism - putting oneself at the center of things such that one is unable to perceive the world from another’s POV
  2. Precausal thinking - reasons for natural causes of events based on egocentric explanations, not science
  3. animism - attribution of life and intentions to inanimate objects
44
Q

Piaget’s preoperational stage (4-6)

A
  1. Artificialism - the belief that environmental features were made by humans
  2. Centration - can only focus on one characteristic at a time when faced with a problem/situation
  3. Conservation - don’t understand that substances can change in shape, but still have the same amount of volume/mass/number
45
Q

Scaffolding

A

Parents provides temporary support to a child who is learning a new task/skill

46
Q

Zone of proximal development (ZPD)

A

adults or older children help in guiding by tailoring assistance to children’s capabilities

47
Q

Development in vocab

A

fast mapping - children learn new words, quickly attach word to the appropriate concept
Whole object assumption - assume words refer to the whole object, not just parts
Contrast assumption - assume objects have only one label

48
Q

Development in grammar

A

3rd year sentence structures increase, end of 3rd year 5W’s questions appear
Overregularization - they acquire grammatical rules

49
Q

Development in pragmatics

A

the practical aspects of communications

50
Q

Dimensions of childrearing

A

warmth ~ coldness
restrictiveness ~ permissiveness

51
Q

Inductive methods

A

Teach knowledge that will help children to generate desirable behavior on their own
Reasoning or explaining why one behavior is better than another

52
Q

Power- assertive methods

A

Physical punishment and denial of privileges
Rationalize physical punishment due to noncompliance of children
Child is less likely to develop internal standards of conduct

53
Q

What are some methods to get a preschooler to comply?

A

They comply better when asked to do something rather to stop doing something
Engage child in something else when they are acting in unacceptable way

54
Q

Authoritative Parenting

A

Controlling but flexible, make reasonable demands, provides explanations for the need to follow rules, accepting and responsive to child’s viewpoints

55
Q

Authoritarian Parenting

A

Very restrictive, expect strict obedience, rarely explain why rule compliance necessary, insensitive to child’s viewpoint

56
Q

Permissive - indulgent Parenting

A

Accepting but lax, make few demands, permit children to express self freely, do not closely monitor child’s activities

57
Q

Rejecting - neglecting Parenting

A

Extremely lax and undemanding, low in responsiveness and support

58
Q

Functional play

A

occurs during sensorimotor stage, repetitive motor activity

59
Q

Symbolic play aka pretend play

A

occurs at end of sensorimotor stage, involves creating settings and scripts

60
Q

Constructive play

A

common in early childhood, child uses objects or materials to make something

61
Q

Formal games

A

Games with rules; may be invented by the child, involves social interaction as well as physical activity and rules

62
Q

Prosocial behavior and empathy

A

Prosocial - behavior that benefits other people, generally without expectation of reward
Empathy - sensitivity to the feeling of others

63
Q

Development of and theories of aggression

A

preschoolers display instrumental aggression, 6 or 7 - aggression is hostile
Genetic factors may be involved in aggression
Aggressive children lack empathy and perspective taking
Children who receive physical punishment tend to be more aggressive

64
Q

Gender identity

A

at age 2 yr - know whether they are male or female

65
Q

Gender stability

A

At 4 to 5 yr - realize one’s sex if for lifetime

66
Q

Gender constancy

A

At 5 to 7 - realize changing dress, hair, or wearing an apron does not change your gender

67
Q

Jean Piaget

A

Cognitive development theory

68
Q

Vygotsky

A

Factors in cognitive development

69
Q

Baumrind

A

Parenting styles

70
Q

Kohlberg

A

Gender development

Psy 2201 (3 decks)

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