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Psych109 Quiz 1 > Cognitive development > Flashcards

Cognitive development Flashcards

1
Q

what are the aspects of the mind?

A

perception, emotion, action, cognition

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2
Q

what is ontongenetic development?

A

origination and development of an organisim

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3
Q

what is phylogenetic development

A

evelutionary history of groups of organisims (e.g population or species) - how an organisum changes over time

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4
Q

what is the analysis approach?

A

Analysis – breaking the system down

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5
Q

what is systhesis

A

how does the system as a whole, function (how the componentd come together)

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6
Q

what is linked to perception development

A

Behavior – Moter/bodily development is linked to perception development (synthesis)

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7
Q

what veiw of the mind does developmental encourage?

A

holistic, intergrative veiw

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8
Q

what are the different developments?

A

preceptual, cognitive, moral, social, action, emotinal

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9
Q

what other aspects of psych does developmental touch on (4)

A

evelutionary, educational, comparitive, clinical

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10
Q

what are the levels of analysis

A

from lower (genetics) to higher (culture)

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11
Q

timeline (developmental psych) - what is this

A

how the mind changes over a lifetime

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12
Q

what dose developmental psych focus on?

A

change and constancy

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13
Q

what is Ontogenetic Development:

A

Origination and development
of an organism

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14
Q

what is Evolutionary Psychology:

A

How was the mind shaped over evolution?

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15
Q

what is Phylogenetic Development:

A

Evolutionary history of
groups of organisms (e.g., populations or species)

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16
Q

what is Comparative Psychology

A

How do different kinds of minds
function?

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17
Q

what are the parts of Goal

A

basic research, applied research

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18
Q

what is basic research

A

research to expand our understnading

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19
Q

what is applied research

A

research to address partical issues. Educational, Clinical, Consumer, and Organizational
Psychology

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20
Q

the developmental approach includes…

A

analysis, systhisis

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21
Q

how to think like a developmental scientist (theoretical questions) what is quantitative change

A

Quantitative Change:
Numerically different
(e.g., tadpole growing

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22
Q

what is qualitative change

A

New structure, ability, or process
(e.g., transition into frog)

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23
Q

nature v nuture (what are we the product of?)

A

Are we the product of nature (e.g., our genes) or nurture (e.g., our experiences)?

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24
Q

what is False dichotomy?

A

Always an interplay between nature and nurture

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25
Q

what does epigenetics mean?

A

Gene expression can be modulated by experience

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26
Q

what is domain specific

A

Are our minds supported by many specialised systems that evolved for specific domains (e.g., objects, people, language,
etc.)?

Pre-Installed “Apps”
* Physics, Number, Language,
Causality, Other Agents

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27
Q

what is domain general

A

do we have a few general systems that can be used across
many different domains?

General Programs
* Learning algorithms that work for lots
of domains

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28
Q

how to think like a scientist - what are the aspect of ‘dont take the mind for granted’?

A

physics metaphor, building.a mind from scratch, think critically

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29
Q

theoretical questions aspects?

A

a. Quantitative vs. Qualitative Change
b. Nature vs. Nurture
c. Domain Specific vs. Domain General

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30
Q

why developmental psych (to get comfterble with complexity

A

Mechanistic view of the mind, Complexity view of the mind

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31
Q

what is a Mechanistic veiw of the mind?

A

The mind is like a machine
- The each part serves a particular function
- The parts don’t change function

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32
Q

what is a complexity veiw of the mind

A

he mind is like an ecosystem
- Components contribute to system in many ways
- Changes at one level can reverberate through other
levels (feedback loops)

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33
Q

To Understand Others (and Yourself) Better…

A

It is easy to judge people.
Developmental is about understanding the factors that influence
how different people think, feel, believe, and act.
Why do you think, feel, believe, and act the ways you do?

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34
Q

Piaget theory - basic question

A

where does knowledge come from - reflect to reason?

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35
Q

what is genetic epistemology

A

the study of the origins of knowledge

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36
Q

Piagetian Theory: Hallmarks (3)

A

constructivist, domain general mechinisms, stage-based,

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37
Q

what is Constructivist in relation to kids (is a kid a constiructivist

A

Child is not a blank slate, but does not come “preloaded” with innate knowledge
either
– Child actively “constructs” increasingly complex knowledge and abilities out of
simpler components (e.g., reflexes

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38
Q

what is domain general mechinisms

A

Development involves learning mechanisms that apply across domains
– Not many specialised systems for specific domains
Piagetian Theory: Hallmarks
Are our minds supported by many specialized systems that
evolved for specific domains
(e.g., objects, people, language, etc.)?
Or do we have a few general systems that can be used across
many different domains?

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39
Q

what are stage-based

A

Children travel through a series of stages as they develop new knowledge and
abilities
– Each stage forms the foundation for the next stage
– Development is about “leveling-up”
– Involves qualitative changes (e.g., the emergence of new abilities)

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40
Q

what is schemas

A

Child’s knowledge and ways of interacting with the world

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41
Q

example of child schemsa

A

mouthing, shaking, looking, throwing

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42
Q

what is adaptation (following schema)

A

Linking the child’s schemas and experiences in the world

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43
Q

what does adaptation include (2)

A

assimilation, accommodation

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44
Q

what is assimilation

A

interpreting new experiences in terms of existing schemas

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45
Q

what is Accommodation

A

altering existing schemas or creating new schemas in
response to new experiences

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46
Q

examples of phone schema

A

Rectangular
* Buttons
* Hold it to head
* Talk into it

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47
Q

what is equilibrium

A

finding a adaptive balance between child’s schemas and the
environment

assimilation and accommodation working together to
enrich the child’s worldview

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48
Q

what can too much assimilation mean in equalibrium

A

Schemas too simplistic:
Difficulty understanding what separates
experiences/objects

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49
Q

what can too much accommodation mean in equilibrium

A

Schemas too specific:
Difficulty understanding what unifies
experiences/objects

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50
Q

what does stage 1 include

A

0-2 years, reflexes, self v objects,

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51
Q

what does stage 2 include

A

symbolic thought (e.g., language, pretend play)
- Difficulty reasoning logically, 2-7 years

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52
Q

what is stage 3?

A

Logical reasoning about concrete problems (e.g.,
featuring observable objects and events)
(concreat logic) 7-11 years

53
Q

stage 4

A

Logical reasoning about abstract problems (e.g., featuring
hypothetical objects and events) Abstract Logic, 11+ years

54
Q

stage one - reflexes

A

Rooting reflex: opening mouth and turning head when corner of mouth is touched
- Grasp reflex: closing fingers in a grasp when palm is touched
- Moro reflex: spreading out arms when a loss of support is felt (as when falling)

55
Q

stage 1 self v object

A

Reflexes used (accidentally at first) to learn
about self and objects, improved ability to controll actions but limited understanding of objects
Lacking concept of object permanence (the understanding that
objects continue to exist when they are not immediately
available to the senses

56
Q

stage one - object permeanence (1)

A

out of sight, out of mind - Child doesn’t know to search for toy when it is out of view

57
Q

stage one - object permeanence (2)

A

Weak Object Understanding (9 to 12 months)
Child can search for toys that are out of view
but fails the A-not-B task

58
Q

stage one - when does a child show object permeanence (3)

A

Object Permanence (by 24 months)
Child passes the A-not-B task and the
Invisible Displacement Task

Child can represent changes to unseen
object

59
Q

stage 2 - symbolic thought

A

Child can use symbols to mentally represent objects
and events (e.g., language, pretend play, and
imaginary companions)
But is limited in a number of important ways:
* Egocentric thought
* Easily fooled by appearances
* Fail Conservation Tasks (different sized juice glasses same amount of juice)

60
Q

conservation tasks - what is it

A

the ability to determine that a certain quantity
will remain the same despite adjustment of the container,
shape, or apparent size

61
Q

why do stage 2 childeren fail the conservation task?

A

Centration: focus on one dimension of the problem
(e.g., focus on height instead of both height and width)
Failure to use “logical tools” called mental operators

62
Q

what are mental operators

A

Mental operators are logical, rule-based ways of comparing mental representations.

63
Q

components of mental operators

A

Compensation, reversibility, identity

64
Q

what is compensation

A

changing an object (e.g., a ball of clay) along one dimension (e.g., height) results in
changes to other dimensions (e.g., width)

65
Q

what is reversability?

A

certain changes can be undone in order to return objects to their initial conditions
(e.g., a flattened ball of clay can be made into a ball again)

66
Q

what is identity (s2)

A

certain aspects of an object don’t change when other dimensions change (e.g., the
amount of clay doesn’t change if you flatten a ball of clay out)

67
Q

what stage is concerate reasoning

A

7-11, 3, Can solve conservation tasks by overcoming
centration and using mental operators

68
Q

logic and concreate reasoning

A

Logical reasoning for concrete problems but
difficulties with abstract or hypothetical
reasoning

69
Q

stage 3 - what is formal logic

A

identifying whether a conclusion
is valid based upon an argument’s form rather
than its content

70
Q

what is stage 4 called

A

abstract reasoning 11+

71
Q

what stage is abstract reasoning and what does it do

A

4, 11+, Logical reasoning for
abstract/hypothetical/formal problems
Scientific reasoning using the hypothetico-
deductive method (generating and testing
falsifiable hypotheses)

72
Q

what stage uses scientific reasoning

A

4

73
Q

what is scientific reasoning

A

using the hypothetico-
deductive method (generating and testing
falsifiable hypotheses)

74
Q

stage 1-2 task

A

invisible displacement

75
Q

stage 2-3 task

A

conservation task

76
Q

stage 3-4 task

A

formal logic tasks

77
Q

name of stage 1

A

sensorimotor

78
Q

name of stage 2

A

preperational

79
Q

name of stage 3

A

concrete operational

80
Q

name of stage 4

A

formal operational

81
Q

comtemporary veiws of piget - lasting impact

A

Constructivism presented alternative to classic Nature vs.
Nurture debate
* Identified major questions in the field
* Pioneered many influential tasks that are still being explored

82
Q

critiques of pigeat

A

Many view stage-based theories as being too rigid
* Underestimated children’s abilities and knowledge
* Tasks misinterpreted?
Emphasis on logic, overlooked social context of developmen

83
Q

Topál et al., 2008: A-not-B Task

A

Adult-infant interactions often about learning
(some intention behind the communication)
Maybe infants think the adult is trying to teach them
something about Location A
* What if the adult wasn’t paying attention to the infant?
* What if no adult were present at all?

84
Q

three parenting styles of a not b task

A

communicativr, non-communicative, nonsocial

85
Q

what is the likelihood of committing A-not-B error when clear communicative
cues are provided

A

Higher

86
Q

Lev Vygotsky (1896-1934)
social development theory

A

children are entrenched in different sociocultural contexts
* Cognitive development is advanced through social interaction with more skilled individuals
* Shifts the focus of development from the individual to onto
larger interactional units (e.g., parent/child, students/teacher)

  • Importance of private speech (speaking to one’s self to guide thought and action)
    – Peaks around 5-7 yrs
    – Internalisation of language (and culture)
87
Q

critiques following topal et al, (2008)

A

Topal et al. (2008)
o Adult-infant interactions often about learning
(some intention exists behind the
communication)
o Maybe infants think the adult is trying to teach
them something about Location A
▪ What if the adult wasn’t paying attention
to the infant?
▪ What if no adult were present at all?
o 3 versions of task
▪ Communicative (like normal A-not-B task)
▪ Non-communicative (human present but
not attending to infant)
▪ Non-social (no human in sight)
o Worse performance on communicative version
of the task
▪ Indicates that infants might struggle with
the task because they presume the adult wanted them to learn something about location A specifically
emphasis on logic, overlooked social context of development

88
Q

what can fifants do?

A

suck, kick, look

89
Q

DeCasper & Spence (1986)

A

can babies remeber expreiences before they were born - mothers reading books in final trimester, teching babys they can change what they hear by altering how often they suck on a pacifier (high-amplitude sucking), hav babies choosen between listen to a familiar book and non familiar book

90
Q

DeCasper & Spence (1986)
results

A

infants adjusted their sucking speed to hear the
familiar story
- Regardless of whether mother or unfamiliar female
was reading the passage
Note: Nature of memory is debatable, probably not
episodic memory

91
Q

Memory: Rovee-Collier - what the was experiment question

A

How long can infants retain information
for at different ages?

92
Q

what was the method used in Rovee-Collier

A

Mobile task (Mobile Conjugate-
Reinforcement Task)

93
Q

what was the learning phase in Rovee Collier

A

Attach ribbon from foot to mobile
- Allow infant to learn that kicking results in
interesting visual display

94
Q

what wad the test phase of rover-collier (1999)

A

Come back after delay (e.g., 1 week)
- Don’t attach ribbon to mobile
- Assess whether they kick in an attempt to
make the mobile move

95
Q

what were the results of Rover-Collier

A

8-week-olds showed evidence of memory after
delay of one week
- (And after delay of 2.5 weeks if a reminder was
given a day before) Some evidence that infants are using
explicit/declarative memory (debated)

96
Q

what factors have to be considered with the rover-collier experiment?

A

Age of infant, length of delay
- Objects attached to mobile
- Different rooms, cribs

97
Q

Memory: Simcock & Hayne (2002) - experiment question?

A

Why do we struggle to remember events from
the first few years of life?
(Infantile Amnesia)

98
Q

Simcock & Hayne (2002) method?

A

Method: The Incredible Shrinking Machine
- Children 27 to 39 months of age came into lab
- Interacted with machine
- Verbal abilities assessed (What words did they know?)
- After delay of 6 or 12 months, verbal and non-verbal
memory of previous visit assessed

99
Q

Simcock & Hayne (2002) results?

A

Better non-verbal than verbal memory
- When recalling their first visit, children only used
words that they knew during the first visit
Suggests that children struggle to translate
preverbal memories into language during recall
- Mastering language may be helpful for recalling
events later in life

100
Q

Jack, MacDonald, Reese, & Hayne (2009), research question

A

How is a child’s memory shaped by
their parents?

101
Q

Jack, MacDonald, Reese, & Hayne (2009) method?

A

Record parent and child (2-3 yrs) discussing
previous event
- Identify parent’s reminiscing style

102
Q

what are the two Jack, MacDonald, Reese, & Hayne (2009) parenting styles

A

Elaborative: asks child a range of
questions about event, leading to richer
account
- Repetitive: overly focused on a few
aspects of event

103
Q

elaborative parenting style

A

Elaborative: asks child a range of
questions about event, leading to richer
account

104
Q

repetitive parenting style

A
  • Repetitive: overly focused on a few
    aspects of event
105
Q

jack, MacDonald, Reese, & Hayne (2009) results

A

Elaborative-reminiscing style related to age
of earliest memory reported at 12 or 13
years of age
Reese and Newcombe (2007)
- Trained mother to use elaborative-
reminiscing style
- Better memory in this group when assessed
at 2.5 and 3.5 years of age

106
Q

what is Continuity

A

Objects move on a connected path and don’t go in
and out of existence

107
Q

Solidity

A

Objects are solid

108
Q

Gravity

A

Unsupported objects fall

109
Q

Baillargeon (1986) - what was being tested

A

whether infants as young as 6 months understand continuity and solidity

110
Q

Baillargeon (1986) method

A

Looking Time / Habituation
- Infants observe habituation event, “lose interest”
after repeated viewings
- Infants observe Possible OR Impossible Event
- Do they look longer (“dishabituate”) to the
Impossible Event?

111
Q

Physics: Baillargeon (1986) - results?

A

Longer looking times at Impossible Event
- Interpreted as evidence of “surprise” or a
“violation of expectation”

112
Q

Physics: Baillargeon (1987) - what was the question

A

Do infants as young as 3.5 months of age
understand continuity and solidity?

113
Q

Physics: Baillargeon (1987) method?

A

Looking Time / Habituation
- “Drawbridge” task
- Infants habituate to seeing a panel move 180
degrees
- A solid object is placed on path of panel
- Infants observe either:
- Possible Event - the panel stops where the
object is
- Impossible Event - the panel moves 180
degrees

114
Q

Physics: Baillargeon (1987) reuslts?

A

Infants look longer (dishabituate more) at the
Impossible Event
- Infants seem to “know” something about
continuity and solidity by 3.5 months of age
Theoretical Implication:
- Piaget: “Out of Sight = Out of Mind

115
Q

Physics - A Comparative Approach - question?

A

Do dogs understand continuity and
solidity?

116
Q

Physics - A Comparative Approach - method?

A

Looking Time / Habituation
- Dog-friendly “drawbridge” task
- Dogs observe either:
- Possible Event - the panel stops where the
object is
- Impossible Event - the panel moves 180
degrees

117
Q

Physics - A Comparative Approach - results?

A

Dogs looked significantly longer at the Impossible
Event than the Possible Event

118
Q

Physics: Needham & Baillargeon (1993) - question

A

Do children understand gravity by 4.5
months of age?

119
Q

method of Needham and Baillargeon (1993) ?

A

Looking Time
- Infants observe either:
- Possible Event – Supported object stays in
place
- Impossible Event – Unsupported object stays
in place

120
Q

Needham & Baillargeon (1993) results?

A

results:
- Infants look longer at the Impossible Event

121
Q

Number (Wynn, 1992) question

A

Do infants as young as 5 months of age
understand basic addition and subtraction?

122
Q

Number (Wynn, 1992) method? & result

A

Looking Time
- Simple mathematics problems illustrated with small
number objects
- Possible Event
- Impossible Event

Infants look longer at Impossible Events

123
Q

Theory Intermission

A

Infants appear to appreciate much more about the
physical world than Piaget thought

Methodological limitations can result in theoretical
limitations

Where does this “knowledge” come from? (nativisim)

124
Q

what is a constructivist

A

someone who sits between nature and nurture

125
Q

what is Nativism

A

argues that infants come “pre-loaded” with
different types of Core Knowledge
- Physical Objects
- Number
- Agents
(goes against piaget)
focus on domain specific veiw)

126
Q

what methods can be used to study young infants?

A
  • high almpitude sucking, (teaching things befire they are born, measuring preferances based upon rapidity which they suck on the pacifier
  • kicking. -mobile congregate task (memory)
  • psychsics
127
Q

what are some of the physical principels that infants seem to appreciate before they are 6 months old?

A

continuity, solidity, gravity

128
Q

what is nsture v nurture

A

false dichotomy (division): always an interplay between nature and nutture, gene expression can be modulated by experience (epigenetic)

129
Q

what is eveidence of emeory in the mobile task used in rove-collier 1999 study

A

a low rate of kicking in the tests

Psych109 Quiz 1 (3 decks)

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