Developmental Flashcards
How do infants respond, by 3 months of age, to maternal expressions of: 1. Joy 2. Sadness 3. Anger
- Joy – express joy 2. Sad – mouthing to express distress 3. Anger – expressions of interest plummet, freezing rises, and a touch of anger
What are Trevarthen’s definitions of subjectivity and intersubjectivity?
Subjectivity - display individual consciousness and intentionality. Intersubjectivity - ability to adapt or fit this subjective control to the subjectivity of others.
What were the responses of infants in the three conditions of the Murray and Trevarthen still-face experiment?
Still (blank) face – signs of protest, regain mother’s attention then distress. Replay – baby disturbed, withdraws from interaction (disengagement), brings hands to face (self-regulation, comfort). Proves baby’s response is not due to lack of stimulation, but due to lack of contingent responding. Interruption – infants became quiet, less positive but not distressed or avoidant.
The failure of ___________ maternal responding to infant signals, by way of deliberate __________ or maternal __________, typically has a disruptive and disorganizing effect on infants under 4 months of age
The failure of contingentt maternal responding to infant signals, by way of deliberate perturbation or maternal depression, typically has a disruptive and disorganizing effect on infants under 4 months of age.
What 3 factors measured at 2 months predict insecure attachment at 18 months (Tomlinson et al. 2005)?
Maternal depression, maternal intrusiveness and maternal remoteness predicted predicted insecure attachment at 18 months.
In Tomlinson et al. (2005), which factors at 18 months predict attachment style at 18 months?
Only maternal sensitivity from 18 month assessment makes independent contribution to attachment.
Before 2 months, infants can do what with faces? (three things)
- Recognise faces/facial configurations. 2. Reproduce facial and gestural configurations. 3. Have structured responses to emotional facial expressions.
By 2 months, infants can… (three things)
- Engage in reciprocal dyadic (face-to-face) communicative interactions; proto-conversations (e.g., Trevarthen, 1979) 2. Are sensitive to perturbation of such interactions in a manner that suggests they have a ‘social expectancy’ and they are highly motivated to seek interactions (e.g., Murray & Trevarthen, 1985) 3. Make a fundamental distinction between people and objects in their orienting responses (Brazelton et al., 1974; Trevarthen, 1974)
One of the most commonly observed and ‘known’ changes in infant social interaction, which occurs at about 9 months, is…
Stranger wariness or stranger anxiety.
What is the method, rationale and key finding of the Gergely et al. (1995) experiment (balls and walls)?
Kids at 6 and 9 months are habituated to one of two stimuli. Experimental: Small ball jumps wall to big ball Control: Small ball jumps to big ball with no wall Then wall removed and kids shown either same jump or small just rolling to big. If kids respond only to novelty, according to classic habituation paradigm, we would expect to see higher attentional recovery to new trajectory - ball rolling. BUT, kids at 9 months showed greatest attentional recovery to ball jumping in absence of wall – they could understand that if the small wanted to join the big, this action didn’t make sense. Kids at 9 months can understand goal-directed agency. This effect not found at 6 months.
When do infants begin to demonstrate interest in outside entities (other than caregiver)?
Latter half of first year.
What are the 3 kinds of joint attention in triadic interactions?
- Sharing attention – all by 9 months Lowest level. Baby and caregiver look at object together. Gaze alternation between object and parent. Methodologically, want to be sure that looks to object and parent are not incidental. 2. Following attention – all by 14 months Infant now can follow gaze so well it knows what people are looking at. Deliberate attention following, much less ambiguous. Follow attention via gaze. Follow behaviour via imitation. 3. Directing attention – all by 15 months Imperative gestures (involves pointing) Declarative gestures (involves pointing) Verbal communication
What did Carpenter et al. (1998) report in their study of attention in triadic interactions from 9-15 months?
Majority of infants fail at 9 months but pass at 15 months. But at 15 months most of these kids still can’t do referential language.
What are the results of the visual cliff study?
Percentage of 12-month-old infants who crossed over when mother’s expression was: Joy - 74% Fear - 0% Interest - 73% Anger - 11% Sadness - 33%
What are two implications of the visual cliff study?
- Infants appreciate that parents can supply information–in the form of an emotional appraisal–about novel objects (i.e., person, thing or situation) 2. Infants spontaneously seek such information from a third party or referee (e.g., parent or experimental confederate) to resolve their own uncertainty and to guide their actions
What are the four prerequisites for social learning?
- Infant must be able to decode signal 2. Infant must understand referential quality of information 3. Infant must appreciate the potential for social communication of information * 4. Infant should have the skills to elicit information
What do the Liszkowski et al. (2007) pointing study reveal, and what does this mean?
Infants more likely to point when confederate looking away from referent. This means they usual social gestures to convey information. Infants similarly likely to point when confederate is looking AT referent and has positive expression. This means they use social gestures to share.
What are Trevarthen’s notions of innate infant intersubjectivity and secondary intersubjectivity?
Intersubjectivity – The infant is born with an awareness specifically receptive to the subjective states in other persons. Secondary Intersubjectivity – person-person-object awareness in triadic interactions.
