Development CH 11 Flashcards
The study of changes that occur in people’s abilities and dispositions as they grow older.
Developmental Psychology
Looking at a pattern intently at first and then, over the course of minutes look at it less and less is Blank
habituation
by 5 or 6 months babies regularly manipulate and explore objects in the sophisticated manner that researchers label BLANK
examining
Infants use social cues to guide their BLANK. Babies often mimc adults’ actions on objects (mom rolls a ball, baby rolls a ball).
exploration
Infants look selectively at BLANK objects. If a new pattern is submitted for an old one, infants immediately increase their looking time.
Novel
Infants seek to BLANK their environment. Attending much more to a mobile that moves in response to their own bodily movement v. a motor driven one.
Control
Infants explore increasingly with Blank and Blank together. An evidence that examingin involves focused mental activity, researchers have found that babies are more difficulte to distract with brigh visual stimuli, when they are examining an object that at other times.
Hands and Eyes
Infants do not need to be taught to Blank objects. They do this in every culture, wether or not the behavior is enouraged.
Examine
Three ways infants beginning before 12 months of age, use their observations of adults’ behavior to guide their own explorations:
Mimic adults actions, gaze following, social referencing
watching the eyes of a nearby person and move their own eyes to look at what that person is looking at is called Blank.
Gaze following
Looking at a caregivers expressions for clues about the possible danger of their own actions is called Blank (by 7 weeks of age)
Social referencing
Empirist philosophers, like Locke, argued that each person gradulaly acquires an understanding of core principles through Blank and Blank.
sensory experience and general learning ability
Nativist philosophers, like Kant, argued that knowledge of at lease some core principles is Blank. Such principles are so central to human perception and throught that they must in some way be known from the beginning in order to be useful.
inborn
the principle that says objects continue to exist when out of view.
object permanence
The famous Swiss developmental psychologist, Blank, tested infants understanding by having them search for hidden objects. He would show them the toy and then hide it.
Jean Piaget
In this test on babies younger than five months Piaget would show a toy to the child and hide it under a napkin. Most children do not reach for the toy once under the napkin and they lose interest. Babies this age completely lack the concept of object permanence.
simple hiding problem
Between 6-9 months Piaget would test by placing the toy under a napkin in phase one and the child retrieves it each time. Then in the next phase the toy is hidden under another napkin, right next to the first. Despite seeing the toy under the new napkin the child reaches for the old napkin. This shows that the emerging understanding of object permanence is still very fragile (only 10-12 months is this solved)
Changed-hiding-place problem.
Infants knowledge of BLANK principles is revealed by the fact that they look longer at phsyically impossible events than at phsyically possible events. Such research indicates that infants as young as 2.5-4 months old know some of these principles.
Core Physical Principles
Experience with self-produced Blank, either by crawling or by using a walker, promotes the ability to solve manual search problems.
locomotion
Three complementary perspectives that help us understand children’s mental growth are:
Piaget’s Theory - Role of child’s own actions in mental growth; Vygotsky’s Theory - Role of the sociocultural Environment in mental growth; Information Processing Perspective
Piaget’s fundemental idea was that mental development derives fromt he child’s BLank actions on the physical environment.
Own
By acting on objects, children develop mental representations called Blank, which are mental blueprints for action (mental representation of a bodily movement).
scemes
Piaget conceived of the growth of schemes as involving two complementary processes: Blank and Blank
assimilation and accommodation
Blank is the process by which new experiences are incorporated into existing schemes.
Assimilation
Assimilation usually requires that exisiting schemes expand or change somewhat for new objects or events. What is this process called?
Accommodation
In Piaget’s view, infants and children at play behave like little Blank.
scientists
These types of actions promote development.
Reversible (operations)
Actions whose effects can be undone by other actions (rolling clay into sausage shape then back into ball)
Operations/Reversible Actions
Performing operations as children eplore their environment gradually helps them develop blank. These ar mental blueprints that allow them to think about the reversibility of their actions.
operational schemes
the blank principle says that a child knows that a clay ball can be rolled into a sausage and then back into a ball of the same size as it was before has the basis for know that the amount of clay must remain the same as the clay changes shape.
conservation of substance
Four types of schemes:
The sensorimotor stage, the preoperational stage, the concrete-operational stage, the formal operational stage
The most primitive scheme in Piaget’s theory is blank, which provides a foundation for actin on objects that are present but not for thinking about objects which are absent (birth to 2 years)
Sensorimotor stage
This scheme emerges from the sensorimotor scheme and enables the child to think beyond the here and now (age 2-7). Children have a well developed ability to symbolize objects and events that are absent and in their play they delight in exercising that ability.
preoperational stage
