Cognition and emotion Flashcards
Who is Piaget?
first comprehensive theory of cognitive development, asks WHY?
Intelligence is
a form of biological adaptation
Development is
stage like (staircase)
scheme =
basic mental structure/template for action and thinking
assimilation
incorporate new info to existing schemes
accommodation
old scheme, no longer sufficient, update/modify
Stages: Sensorimotor (birth to 2 yrs)
based in action, more reflexive to more voluntary, development of object concept, means- end behavior
Stages: Preoperational (2 to 7 yrs)
based in symbols, egocentrism, conservation tasks, centration- focus on states not what links them, lack of reversibility
Stages: Concrete Operational (7 to 11 yrs)
solve conservation tasks, perform mental operations- if supported by something concrete (object, mental image, etc.), less egocentric
Stages: Formal Operational (11-adult)
logical, abstract, hypothetical thought
Object concept to object permanence
don’t search for hidden toy before 8-9 months
Memory development
increase delays, decrease need for context, increase mental capacity processing speed and strategies (production deficiency, utilization)
Infantile amnesia
no memory recall for events before 2 1/2 to 3ish years
development of “self”
15-18 months, pass “mirror rouge” test, self is organizing structure for memories
social-constructive theory
understanding of narratives, learning through conversation about shared past events, pragmatic style and narrative style
Social cognition
Theory of mind, understanding mental states of self and others, understanding others’ intentions (12 m), innate attraction to social cues (faces), declarative pointing (9 m), pretend play (2-3 yr), “language of mind”
False Belief
“Sally-Anne task” (not understanding individual perspectives- sally last saw Anne in the fridge but they don’t think sally would look in the fridge first), 3 yr olds will fail- non-representational, understanding of mental states, 5-6 yr olds pass -representational
Representational change
“I used to think x, but now I know/think y”
Autism spectrum (more of a wheel than a line)
Sensory sensitivity, social skills (flat affect, repetitive, solitary play, lack of imagination, difficulty w socialization), motor skills (epilepsy common, fine/gross delays, repetitive stereotypes movements), cognitive function (range of IQ’s, hyper-focus, restricted interest, ADHD common), Language skills (language delays, echolalia), executive function
Autism biological bases
polygenic, higher concordance for MZ v DZ), structural and functional brain differences, higher risk for preterm, LBW, chromosomal disorders
Unrelated to Autism
diet, vaccines, media exposure, parenting behavior
Theory of Mind Assessments Autism
poor performance on all ToM tasks, show no implicit awareness of false belief
Emotional Perception Autism
difficulty judging emotional expressions, difficulty interpreting social cues
Attributing mental state to others Autism
failure to “mentalize”, differences in social perception, not just social cognition
Autism early signs
absence of joint attention (watching where others are looking), absence of declarative gesturing, absence of imitation, absence of pretend play, may not orient to eye contact, may not orient to hearing own name, physiological component, experimental (subjective feelings, cognitive interpretation), expressive (facial expressions, body language)
Theoretical perspectives
basic emotions biological preprogrammed, “universal facial/emotional expressions”, happiness sadness anger fear surprise disgust are universally recognized, innate expressions are useful and adaptive, event goes to cognitive processes goes to emotion goes to facial expression, to others it is event goes to facial expression to emotional interpretation
Cognitive social
Cognitive factors, social context, social learning, cognitive processes are mediators between event and emotion
Developmental Timeline
emotional expression, 1st basis/primary emotions= interest, distress, disgust, joy, sadness, anger, surprise. newborns: smiling (mostly in sleep),
2wks: pleasant experiences,
3 months: social smile subcortical to cortical and reflexive to voluntary
Social Referencing
Baby cliff experiment, use parents reaction as a gauge whether to go or not
Temperament
Easy- positive moods, regular schedule, moderate energy levels, positive toward new situations
Difficult- negative moods, higher-intensity reactions, irregular schedule, negative toward new situations
Slow to warm up- negative mood, lower energy/intensity, withdraw from new situations, but become more positive with time and exposure
Ethological Perspective
established through patterns of caregiver- infant interactions, signaling behaviors, attract and maintain caregiver attention
Attachment Theoretical Perspectives
learning theory, primary reinforces- satisfies biological need (food), secondary reinforcers- become reinforcing through association with caregiver
Attachment Style: Strange Situation
separation anxiety, reunion behavior, stranger anxiety
Attachment Style: Secure
use caregiver as secure base for exploration, stranger anxiety, separation anxiety, positive reunion (65%)
Attachment Style: Insecure
avoidant, little interaction w/caregiver, less separation anxiety, anger/rejection @ reunion (10%)
Attachment Style: Disorganized
stressful, fearful, confused, mix of avoidant + ambivalent behaviors (5%)
