Child Psych Midterm 1 Flashcards
(221 cards)
Visual Preference
Infants look at different things for different lengths of time
Visual Preference Findings
Patterns over solids, faces over non-faces
Habituation
Present one stimulus many times, infant gets bored, “habituates” and stops attending, researcher provides a different stimulus, infant either remains inattentive or re-engages
Re-engage= dishabituation
Sensation
Reaction that occurs when stimuli contact the sensory receptors (physically feeling touch)
Perception
Interpretation of sensation (interpreting touch and recognize as mother)
The Ecological View
Elanor and James Gibson, individuals directly perceive information that is present in the world around them (passive view), purpose of perception, Affordances: opportunities for interaction offered by objects (developmentally dependent)
Visual Acuity
Poor at birth and improves through 1st year, trouble tracking, faces
Perceptual Constancy
Sensory stimulation changes but perception of the physical world remains constant
Size Constancy
Recognition that an object remains the same size even though the retinal image of the object changes
Shape Constancy
Recognition that an object remains the same shape even though its orientation toward us changes
Touch in Infants
Reach to touches: rooting, feel pain
Smell in Infants
Newborns differentiate odors, prefer mom’s smell, facial expressions
Taste in Infants
Facial expressions, preferences
Intermodal Perception
Integrating information from two or more sensory modalities, orienting to a sound, matching sound and picture
Piaget
Children as “little scientists,” Schemes: children seek to construct an understanding of the world (actions of mental representations that organize knowledge, child continually takes in information to update preexisting schemes)
Schemes
Presented with new information, child modifies mental representations
Adaptation
Children are presented with new environmental demands, must use and adapt their schemes through assimilation or accommodation
Assimilation
Children incorporate new information into existing schemes (calls dog funny looking cat)
Accommodation
Children adjust their schemes to fit new information and experiences (knows difference between cars and motorcycles)
Equilibration
Child experiences conflict, cognitive conflict= disequilibrium, assimilation and accommodation resolve conflict (take child to a higher ground) (tall glass of water looks like more than wide)
Piaget’s 4 Stages of Development
Sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage (move to next stage by resolving conflict)
Sensorimotor Stage
Birth - 2 years
Infants coordinate sensory experiences with motor movements; gain knowledge of world from physical actions they perform on it
Simple reflexes, first habits and primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular reactions, internalization of schemes
Object Permanence
Develops near end of sensorimotor stage, objects continue to exist even when they cannot be seen, heard, or touched
A not B Error
Piaget proposed this due to the infant believing that the process of searching behind A results in the object being found at A, failure in understanding object permanence