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
Because peroperational children have not yet internalized an understanding of operations, they continually produce operations as they explore their environment. They push pull squeeze and so on they gradually develop blank schemes and enter the blank stage (age 7-12). These schemes permit a child to think about the reversible consequences of actions and thereby provide basis for understanding physical principles duch as conservation of substance and cause and effect.
concrete-operational
concrete-operational
The child understands the principle of conservation of substance as a general principle applicable to all substances. According to Piaget, the child develops blank schemes, which represent abstract principles that apply to a wide variety of objects, substances and situations. Permits a person think theoretically and pply principles even to actions they cannot actually perform (adolescence through adulthood)
formal operational
Blank argued that language is the foundation not only for children’s aquisition of information and ideas from other people but also for their own higher thought.
Vygotsky
Vygotsky considered the child’s ineteraction with the blank and blank environments to be the key to cognitive development, leading to internalization of symbols, ideas and ways of thinking.
social and cultural
In support of his view that lnaguauge is critical to thought, Vygotsky noted that children about 4-6 years old often talk aloud in a blank manner. By talking to themselves they can maintain focus on a task. This is replaced around age 7 with blank.
noncommunicative inner speech (verbal thought)
Vygotsky’s fundamental idea is that development occurs first at the social level and then at the individual level. People learn to converse with words before they think with words. He coined the term blank to refer to the realm of activities that a child can do in colaboration with more competent others but cannot yet do alone.
zone of proximal development
Vygotsky’s child can be characterized as an blank
apprentice
Developmental psychologists that adopt this perspective attempt to explain children’s mental development in terms of operational changes in basic components of their mental machinery.
information processing perspective
Children exhibit blank memory from early infancy on, but we cannot assess their explicit memory capacity until they have sufficient language skills.
implicit long-term
blank memory is evident as soon as children begin to use words, at about 10 to 12 months. it underlies among other things, the growth of vocabulary.
semantic long-term
blank memory apparently requires that tha child encode personal experiences verbally, which begins to happen with some regularity at about age 3.
episodic long-term
blank memory capacity increase as the child grows older, up to about age 15. a parallel increase in processing speed may provide the basis for this increase in capacity.
working
Young children seem to automatically ascribe blank characteristics to objects that mvoe on their own.
psychological
well before the age of 3, children use such mental construcs as blank, blank and blank to explain people’s behavior.
perception, emotion and desire
The understanding that beliefs can be false, that is, not congruent with reality - takes longer to develop, appearing around age blank.
four
make-believe play, especially role play, may provide a foundation for the later understanding of blank.
false beliefs
make-believe may also help children to develop the ability to blank on the basis of hypothetical or counterfactual premises
reason
people with blank lack the motivation and skills for making connections with other people.
autism
autistic children typically do not engage spontaneously in blank, do not develop blank and think blank rather than hypothetically.
make believe play
false belief understanding
literally
Chomsky hypothesized the existence of an innate Blank, consisting of universal grammar and mechanisms that guide native language learning.
language acquisition device (LAD)
The LAD appears to function most effectively in the first blank years of life. children deprived of sufficient exposure to language during that period do not fully learn language later. It functions most effectively before age Blank. Effectiveness reduces from ages blank to blank and is leaset effective after age blank.
Eight
Eleven
Eleven-Eighteen
Eighteen
Further support for the LAD concept comes from evidence that young children invent blank when it is not around them such as development of a creole language or deaf children inventing grammatical sign language.
grammar
the social context provides children with the blank. simplicifcation of language and use of gestures that help a child learn language.
language-acquisition support system
caregivers generally assist language acquisition by speaking blank and by being responsive to early linguistic efforts
motherese
Children aquire blank at roughly the same rate every where, despite wide cross-cultural variation in the LASS
language
Washoe, a blank, learned some American sign language inspiring other ape-language studies
chimpanzee
Kanzi, a blank that has learned to use lexigrams and gestures to express meaning, understands at least 500 english words and can use word order to interpret meaning.
bonobo
Successful efforts like those involving Washoe and Kanzi used immersion in an environment rich in blank, not systematic training by operant conditioning
linguistic communication
Apes are much better at acquiring blank than grammar
vocabulary
blank refers to the changing nature of our relationships with others over the course of life.
social development
blank refers to emotional bonds formed between an infant and caregiver
attachment
Harlow found that infant monkeys became attached to a blank surrogate mother but not to a blank one, even if the latter provided milk.
cloth
wire
Bowlby found that human infants also exhibit blank behaviors. such behaviors, which help protect the baby from danger, intensify when the baby can move around on its own.
attachment
sure attachment of infants to caregivers, measured by the blank test, correlates with the caregiver’s responsive, emotionally sensitive care. parent-training experiments indicate that sensitive care promotes secure attachment.
strange-situation
Mary Ainsworth created the blank test. In this test the infant and mother are brought into an unfamilair room with toys. The infant remains in the room while the mother and an unfamiliar adult move out of and into it according to a prescribed sequence. The infant is sometimes with just the mother, sometimes with just the stranger and sometimes alone.
strange situation
infants are classed as blank if they explore the room, classed as blank if the infant avoids the mother and seems cold towards her, classed blank if the infant does not ignore the mother but cries even when she attempts to comfort her.
securely attached (70%) avoidant attachment (20%) anxious attachment (10%)
blank with infants and young children, which is the norm in most cultures but unusual in North America, appears to be associated with positive social and emotional development
co-sleeping
Hunter-gatherer societies such as the !Kung treat infants with extraordinary blank, keeping them in nearly constant physical contact, permitting nursing at will and responding quickly to signs of distress. This approach appears to produce a stong sense of blank and group loyalty, not demanding or overly dependent individuals.
indulgence
interdependence
Young children have an inborn predisposition to blank.
give
The development of empathy during the second year cause children increasingly to base actions of blank, blank, and blank on an understanding of and concern for other’s need and feelings.
giving, helping and comforting
empathy based blank, which emerges as children connect their own actions with other’s pain or sorrow, provides a foundation for moral development.
guilt
blank contends that the style of parental discipline referred to as induction is most conducive to the child’s moral development.
Hoffman
Baumrind found that children of parents with an blank disciplinary style were happier, friendlier and more coopoerative than children of parents with either authoritarian or permissive styles
authoritative
blank parents strongly value obedience for its own sake and use a high degree of power assertion to control their children
authoritarian
blank parents are less concerned with obedience for its own sake and more concerned that their children learn and abide by basic principles of right and wrong.
authorittative
blank parents are most tolerant of their children’s disruptive actions and least likely to discipline them at all.
permissive
these changes reflect genetically controlled biologial maturation (walking)
nativism
blank changes reflect environmental influence (classical or opperant conditioning, semantic knowledge)
Environmentalism
these changes reflect a mix between genetic capacity and environmental exposures
ineractionism
attachment is promoted by blank.
contact comfort
Fundamental awareness that other people have minds and their behavior is guided by their beliefs and intentions.Allows humans to socially interact w/each other in highly adaptive ways. Ability to think about others when they are not present, belief in afterlife, the imaginary beings in literature and art and belief in God and spirits.
development of the theory of the mind
