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child development Flashcards

1
Q 
o	Feral, unsocialized
o	Mental retardation? Social isolation? 
o	People asked if they could “civilize” him
o	Raised fundamental questions:
 	Innate vs. environmental? 
 	Can early experience be reversed?
A

Victor

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2
Q

o Severe isolation and abuse
o Mostly mute
o After rescue: learned to speak and play but was never “normal”
o Critical periods of development?

A

Genie

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3
Q

• Periods of Development

A 
o	Prenatal (conception to birth)
o	Infancy (birth to two years) 
o	Early childhood (2-6 years) 
o	Middle childhood (6-12 years)
o	Adolescence (12-18)
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4
Q

• Domains of development

A

o Social, emotional, cognitive, physical

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5
Q

• Contexts of development

o What shapes development?

A

Family
Culture
Community, school, peers

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6
Q

four fundamental issues

A

nature and nurture, plasticity, continuity/discontinuity, individual differences

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7
Q

nature and nurture

A

what are the sources of development? Biology vs. environment

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8
Q

plasticity

A

is development open to change?

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9
Q

sensitive periods

A

experience has strong effect on development

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10
Q

critical periods

A

experience is necessary for development

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11
Q

gradual change

o Quantitative

A

continuity

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12
Q

quick, abrupt change

o Qualitative

A

discontinuous

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13
Q

How are people unique?
How are people the same?
How stable are individual differences?

A

individual differences

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14
Q

• A conceptual framework that guides our understanding of observations

A

theory

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15
Q

classical conditioning, operant conditioning, modelings

A

social learning/behaviorism

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16
Q

♣ Watson: can turn a child into anything you wanted. Everything was based on experience

A

classical conditioning

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17
Q

♣ Reinforcement will be repeated and punishment associated with things will not be repeated

A

o Operant conditioning

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18
Q

♣ Learn behavior from models
♣ Bobo doll experiment (bandura)
♣ Woman beats up Bobo, children watch and then beat up Bobo

A

modeling

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19
Q

o Children start with a Schema: way of understanding world
o Go into the world and gain Experience: biological or environmental change
o Then adapt their schema:
♣ Assimilation (large–> small blocks)
♣ Accommodation (blocks–> legos)
o With every experience they have, they should be updating their schemas
o Stages of cognitive development (know ages and first two)
♣ Sensorimotor
♣ Pre-operational
♣ Concrete operational
♣ Formal operational

A

constructivism

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20
Q

o Emphasizes role of culture

A

sociocultural theory

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21
Q

gap between what a child can do and then next step they need to get to. Parents need to help them get to that next step.

A

o Zone of proximal development

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22
Q

o Environment of evolutionary adaptiveness (EEA)
♣ Ex: fight or flight
o Survival of the fittest
o Skills that children have are evolutionary adaptive (crying, motor skills etc.)

A

evolution darwin

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23
Q

• Ecological systems theory

A

o Takes focus off of the individual
o Focuses on larger systems
o From direct (friends, family, school) to very indirect (culture that they’re in, government that their under)
o Family systems therapy

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24
Q

cultural tools

A

• Material:
o The way your bedroom looks–boys typically messier than girls
o Different kinds of toys you give to each gender
• Symbolic
o Beliefs, values, and expectations are all built from conversation etc.

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25
Q

how is culture inherited?

A

o Imitation
o Explicit instruction
o Symbolic communication

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26
Q

what genetic makeup is

A

genotype

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27
Q

observable traits

A

phenotype

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28
Q

prenatal period

A

germinal, embryonic, fetal

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29
Q

germinal

A

♣ Conception (8-10 days)

♣ Cell proliferation

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30
Q

exist in early stages that can become anything, go in any direction can become liver, brain, etc.

A

♣ Totipotent stem cells

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31
Q

o Embryonic

A 
♣	Germinal period- week 8
♣	When zygote gets implanted and become embryo 
♣	Amnion and chorion are formed
♣	Placenta
♣	Umbilical cord
♣	
♣	Cell differentiation (gastrulation) 
♣	Epigenesis
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32
Q

o Fetal

A

♣ Embryonic period-birth
♣ All systems are present
♣ Increase in complexity and mass

♣ Responsive to environment

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33
Q

o Labor and birth

A

♣ 38-42 weeks gestation

♣ 3 stages: contractions(uterus is squeezing in on baby), PUSH, after-birth (placenta comes out)

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34
Q

childbirth in US

A

most are hospital births, and have an effect on the childs development

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35
Q

brain development

A

born with 10 billion neurons

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36
Q

experience-dependent

A

child are developing and learning about whats in their environment

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37
Q

experience-expectant

A

ready for certain input (sensitive periods)

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38
Q

phoneme distinction

A

babies can distinguish between phonemes within the first few months of life. can hear all different sounds

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39
Q

babies hear sounds produced in their native language

A

6-8 months

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40
Q

face recognition

A 
o	Innate preference for faces
o	Face-like forms
o	Preferences—upper vs lower half
o	Configuration vs. feature differences
o	3 to 4 month year olds were sensitive to configuration
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41
Q

taste

A

o sweet preference: its calming, pain relief (because breast milk is sweet)
o don’t like sour and bitter, they make a face

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42
Q

intermodal perception

A

ability to combine senses

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43
Q

reflexes

A

grasping, sucking, rooting etc.

44
Q

sensorimotor stage

A

coordinate sense with movement

45
Q

sub stage 1

A

exercising reflex schemas: practicing their reflexes

46
Q

subs tage 2

A

primary circular reactions: expand reflexes to new situations (can suck more than just nipples and repeat these)

47
Q

difference between sub stage 1 and sub stage 2

A

go from noticing reflexes to actually using them for better more satisfying purposes

48
Q

fine motor skills

A

what they can do with their hands (reaching, grasping)

49
Q

gross motor skills

A

whole body (Crawl, walk)

50
Q

fear of heights

A

developed around 9 months. Learned by experience

51
Q

conceptual development

A

starting to move from sensorimotor to representational. starting to represent things in the world in their mind

52
Q

object permanence

A

objects exist when out of sight

53
Q

A not B error

A

hide toy then move it to a new location to hide right in front of them, and see if they can find the toy in the new location

54
Q

criticism of Piaget

A

the tasks he had the kids doing were too difficult

55
Q

alternative research methods

A

violation of expectations: show a kid something that couldn’t happen, and see their reaction

56
Q

counting

A

o Sense of numerical properties, looking tasks, surprised at wrong numbers, intermodal

57
Q

• Cause-effect relationships

A 
o	Squares bumping into squares
o	Causal or non-causal condition
o	Stared longer at non-causal
o	More complex objects
o	Learning process...
58
Q

categorization

A

kids will group birds and airplanes together because they look the same

59
Q

two ideas regarding infant’s emotions

A

differentiation and ontogenetic adaptation

60
Q

differentiation

A

children seem to have fewer emotions, but have all emotions as adults but express them in a different way (crying)

61
Q

ontogenetic adaptation

A

emotions serve a different purpose than adult’s emotions (ex: smiling…random)

62
Q

intersubjectivity

A

shared emotional connection between a child and their caregiveer

63
Q

primary intersubjectivity

A

interaction between infant and caregiver

64
Q

secondary intersubjectivity

A

interaction with other things in the world

65
Q

intersubjectivity gone wrong

A

still-face study

66
Q

attachment

A

parent-child bond. • Sense of security

• Established by 7-9 months

67
Q

attachment theories

A

drive reduction theory: freud’s theory, the reason children become attached is because they need food from parents.
ethological theory: bowlby’s theory, the parent serves as secure base of exploration for child
strange situation: separation and reunions

68
Q

secure attachment strange situation

A

Strange situation task Child’s behavior
With parent. Freely explores
With stranger or alone. Exploration limited. Often upset.
Reunion Easily conforted. Returns to exploring.

69
Q

ambivalent/resistant strange situation

A

Strange situation task Child’s behavior
With parent. Cautious. Low self exploration
With stranger/alone Very upset and negative
Reunion Not easily comforted. Seeks and resists affection

70
Q

avoidant

A

Strange situation task Child’s behavior
With parent Freely explores. Ignores parent
With stranger or alone Not upset
Reunion Ignores or avoids parent

71
Q

disorganized/traumatic

A

Strange situation task Child’s Behavior
With parent Disorganized, confused, often fearful
With stranger or alone Disorganized and confused, often fearful
Reunion Disorganized, confused, often fearful

72
Q

Attachment: Socioemotional trajectories

A
  • Secure: feel in control, low psychopathology
  • Ambivalent/resistant: lack of control, anxiety and depression
  • Avoidant: worse social relationships, behavior problems
  • Disorganized/traumatic: world in incohesive, low sense of self, behavior problems, aggression, emotional dysregulation
73
Q

developing sense of self

A

• 18-24 months
o differentiate self from others
o rouge test: put them in front of mirror and see if they can realize they are looking at themselves
o is the “self” just for humans

74
Q

Social referencing

A

• Using others’ faces/emotions to understand ambiguous situations
visual cliff

75
Q

language development

A
  • requires biological and environmental inputs
  • Universal progression
  • Requires linguistic inputs
  • Social-cultural variations
76
Q

Pre-speech patterns

A 
o	Cooing (2-2.5 months)
o	Babbling (7-9 months)
o	Jargoning (9-12 months) 
o	First word (12 months)
77
Q

o Speech production

A

broca’s area

78
Q

o Language comprehension

A

wernicke’s area

79
Q

left hemisphere

A

language is more strongly located on the left side

80
Q

noam chomsky

A

idea of universal grammar, language is innate and hard wired in people.

81
Q

can primates learn language?

A

o Kanzi (Bonobo and the rumbaughs): did the tasks that the lady asked him to do
o Lexical keyboard and reinforcement learning
o 2-word uterances
o vocabulary (100’s of words)
o comprehend novel sentences?

82
Q

how environment affects language development

A

o Genie
o Deaf children in non-signing homes
♣ Rudiments of language
♣ Low complexity

83
Q

when two kids come together from different languages, kids can take grammatical structures of both and develop mixed language and it becomes a new language

A

pidgin languages

84
Q

multi-lingualism

A

does it help or hurt language development

85
Q

brain development in early childhood

A
  • Myelination of frontal cortex
  • Length and branching of neurons
  • Synaptic pruning
  • Uneven change— > variable development
86
Q

Preoperational stage (Piaget)

A
  • 2-6 years
  • transition out of sensorimotor
  • mental operations begin
87
Q

centration

A

o fixate on one feature
o that thing is usually an immediate experience (no objectivity) start over generalizing, for example you see a CD player in a car and would expect them to be in all cars. Centered on one feature.

88
Q

• Egocentrism

A

o Unable to take others’ perspective: can’t see things from another person’s perspective
o 3 mountains study

89
Q

• confusing appearance and reality

A

o maynard the cat: cat wearing dog mask. Younger kids would say dog etc. older would say cat wearing a dog mask.
o Adults in costume

90
Q

Precausal Reasoning

A 
•	Correlation = causation?
•	Reverse causality
•	Complexity?
•	Snoopy!
o	Ball causing snoopy to pop up, which ball? One or two
91
Q

How do kids do this? (develop different forms of reasoning)

A

• Privileged domains
o Specialized, hard-wired forms of reasoning
o Born with naïve/rudimentary understanding of cause
o Directs attention to key features of environment
o Builds knowledge and skills

92
Q

• Naïve Physics

A

o We are born to understand basic physical laws such as:
♣ Gravity
• Violation-of-expectations
• 5 vs. 7 month olds
• only 7 months looked longer at wrong acceleration
♣ gravity and inertia

93
Q

• Naïve Psychology

A

o Theory of mind: theories of how other people think
o False belief tasks: seeing if you can trick a kid
o Influence of language and culture

94
Q

Modularity Theory

A 
•	Distinct, innate mental modules
•	Triggered by environment
•	Autism and theory of mind
o	Naïve psychology: impaired
o	Naïve physics: often intact
o	Fail false-belief tasks
95
Q

Theory Theory

A

• General theory-making ability
• Applied to specific domains
• Modified with experience
• Evidence—appropriate theories in given situations
o Ex: boys hangs on branch– > falls
o Ex: boy steps off stool wanting to float– > falls, disappointed

96
Q

♣ Psychodynamic

A
  • Vast majority of our behavior is a way to resolve internal conflicts
  • Oedipus complex states that boys have a desire to kill dad, have sex with mom. Guilt reaction: identify with dad, distance from mom.
  • Electra complex: Girls have desire to have a penis, kill mom, have sex with dad. Guilt reaction: identify with mom, distance from dad
  • Evidence? No. untestable!
97
Q

♣ Social learning

A
  • We model what we see
  • Differential reinforcement: girls are rewarded for “girl behaviors” and boys are rewarded for “boy behaviors” or get punished
  • Role models? Parents, teachers, older siblings
98
Q

♣ Cognitive development

A

• Taking a constructivist point of view
o New cognitive skills— > identity formation
• 3 stages (Kohlberg)
o 3 years: sex identity: can label yourself as boy or girl
o 3-5 years: sex stability: understanding that what sex you are in that moment is what you’ll be when you’re older
o 5-6 years: sex role constancy—can’t change your sex. No confusion of appearance vs. reality. Where is the start of sex-type behavior?

99
Q

♣ Gender schema

A

• Starts very early
• Little kids get mental model of sex roles, attention is going to be guided towards these things. (encourage or discourage gender roles)
• Scripts for familiar events
• Information processing: boys/girls are being guided to attend certain activities
o Toy choice— > kids ask themselves: is it relevant to me?
o Yes? Gender category
o No? forgotten

100
Q

♣ Cultural

A

• Gender roles
o Relative emphasis
o Rigidity of boundaries
• Girls can act like boys but its not as normal is boys act like girls
o Why? Possibly because male stereotype is stronger.

101
Q

♣ Ethnic Identity

A

• In-group and out-group attitudes
• Clark & clark: “white bias” children chose white doll to play with
o Why? Identify with majority group? Devalue minority group? Desire for equality. Ex: power, wealth
o Less white bias when:
♣ Less power differential
♣ Greater parental activism

102
Q

♣ Ethnic Socialization

A

• Ethnic relevant messages
• 4 types:
o Cultural socialization: pride in ethnicity
o Preparation for bias: ethnic discrimination
o Promotion of racial mistrust
o Egalitarianism: all equal

103
Q

• African American parents

A

o 88%- had messages of cultural socialization
o 65%- had messages of racial mistrust
o higher cultural socialization— >higher cognitive skills

104
Q

♣ Personal Identity

A
  • I-self: subjective, sense of stable sense over time. Solidified in teenage/early adult years.
  • Me-self: objective, in the moment, current physical characteristics.
105
Q 
•	Young kids: more at me-self. Preoperational (low representational ability.) Unrealistically positive self-evaluations. Real self vs. ideal self. 
•	Autobiographical memory 
o	Personal narrative 
o	Creates continuity in self
o	Parents
♣	Help kids recall events
♣	Probe and make connections
♣	Embellish or diminish details
o	Growing independence
A

personal identity

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