Development 2 Flashcards
preferential looking
way to study baby preferences
assumes that the longer an infant spends looking at a stimulus, the more the infant prefers that stimulus over others
habituation
way to study baby preferences
tendency for infants to stop paying attention to a stimulus that does not change
reflexes
babies come into world with set of innate involuntary behavior patterns called reflexes
ex grasping, startle (moro), roting, sucking, stepping
synaptic pruning
necessary loss of neurons during development of infant brain after birth as unused synaptic connections and nerve cells are cleared away to make way for functioning connections and cells
senses at birth
touch is most developed
smell and taste highly but not fully developed
hearing functional but takes a bit to reach full potential
least functional is vision
six motor milestones
- raising head and chest 2-4 months
- rolling over 2-5 months
- sitting up with support 4-6 months
- sitting up without support 6-7 months
- crawling 7-8 months
- walking 8-18 months
cognitive development
development of thinking, problem solving, and memory
piaget’s theory of cognitive development
sensorimotor stage, pre operational stage, concrete operations stage, formal operations stage
believe kids form schemas for mental concepts as experience new things
assimilation
piaget
kids first try to understand new things in terms of schemas they already possess
accommodation
piaget
process of altering or adjusting old schemas to fit new information and experiences
sensorimotor stage
first stage, 0-2
infants use their senses and motor abilities to learn about the world around them
at first only have involuntary reflexes then interact deliberately by grasp, tasting, etc
develop object permanence
object permanence
the knowledge that an object exists even when it is not in sight
critical step in developing language
pre operational stage
second stage, 2-7
develop language and concepts
kids can ask questions and explore surroundings more fully
pretending and make believe possible
not yet capable of logical thought
animism and egocentrism and centration and conservation
animism
preparational stage
belief that anything that moves is alive
egocentrism
pre operational stage
inability to see world through anyone else’s eyes but one’s own
everyone sees what they see and everyone thinks how they think
centration
pre operational stage
focusing only on one feature of some object rather than taking all features into consideration
conservation
pre operational stage
the ability to understand that altering the appearance of something does not change its amount, its volume, or its mass
irreversibility
pre operational stage
kids fail at conservation because they contrite and are unable to mentally reverse actions
inability to mental reverse actions
concrete operations stage
third stage, 7-12
kids finally capable of conservation and reversible thinking
think more logically
major limitation is inability to deal with abstract concepts
can deal with concrete concepts but not abstract concepts
formal operations stage
fourth stage, 12+ abstract thinking possible hypothetical thinking not everyone reaches this stage often need it for college
piaget vs vygotsky
piaget stress importance of kid’s interaction with objects as primary factor in cognitive development
vygotsky stress importance of social and cultural interactions with other people
scaffolding
vygotsky believe in this
kids develop cognitively when someone else helps them by asking leading questions and providing examples of concepts
more highly skilled person gives learner more help at beginning of learning process and then begins to withdraw as learner’s skill improves
zone of proximal development
vygotsky
difference between what a child can do alone versus what a child can do with the help of a teacher
child-directed speech
how people speak to babies
higher pitched, repetitious, sing song speech patterns
