done dv 1 Flashcards
pregnancy characterised in __ ways =
2 ways
1 = trimesters = 3 periods of 3 months
2 = stages = series of sequential changes
Zygote => embryo => fetus
define zygote =
1/3
stages
fertilisation to about 2 weeks
embryo =
2/3
2 to 8 weeks
= all major body structures in place
fetus =
8 weeks to birth
= structures and functions develop
teratogen =
something that can cause damage to the developing child
factors that may affect prenatal development include =
mental illnesses, = aids, rubella
drugs, = cognitive/behavioural problems
smoking, = miscarriage, cot death, low birth weight
stress, = anxiety, health problems
aclohol= fetal alcohol syndrome
infant motor development sequence
head => arms=> legs
trunk out => fingers + toes
age 2
develop good motor movements (big muscles)
fine motor movements develop later
_ newborn reflexes
4
temporary
Moro/startle reflex
rooting response
babinski reflex
stepping reflex
_ methods use to track infant cognition
2
naturalistic methology
instrumental methology
define
naturalistic methology
observation
audio and video-tape
good fidelity
poor control
define
instrumental methology
head turning, look and gaze
cardiac deceleration
high amplititude sucking
conjugate reinforcement
good control
low fidelity
define conjugate reinforcement method
a type of instrumental methology
infants learn quickly
remember over long periods of time
retriveal shows context effect (encoding specificity)
_ types of infant memory
3
1 = recognition memory 2= encoding specificity 3= retroactive interference
define
recognition memory
2 months old remember for 3 days
3 months .. 1 week
18 months …13 weeks
define
encoding specificity
conjugate reinforcement paradigm shows recognition interference effects of diff. crib liner and priming effects on explicit memories
define
retroactive interference
switching to a new mobile interferes with memory of how to work original mobile ( in conjugate reinforcement paradigm)
infant attention
attracted to the same things as adults
peripheral motion, noise, flashing lights
after 5 mins= infant habituates and stops response = when new sound introduced = habituation technique
infant perception
auditory perception develops before visual perception
new borns can’t =
distinguish between voices and patterns of sound
other stimuli = require experience
depth perceptio
infant memory
visual vs audio
visual = face
2-day old will suck dummy to produce video of mother ( not similar stranger)
audio= voice
3-day old will suck dummy at different rates to hear mother( vs similar voice)
audio = story
unborn = x2 a day for 6-8 weeks
infants prefered that over other audio
depth perception aqcuired when =
infant acquires control of arms and legs 6-8 months
visual cliff experiment = Gibson and Walk
infant learning and memory
2 types
1= distributed practise 2= imitation and schemas
define
distributed practise effects
1 of 2 types of infant learning and memory
3-month old = distributed practise effects and better recognition after 8-day delay
when trainnig sessions are seperated by 2 days but not 4
define
imitation and schemas
1 of 2 infant learning and memory
babies taugt 2-step limitation
remember 3months later
compare to 1-step imitation and no imitation controls
years 1-2 = production of new 3-step
2 end = 5-step
2.5 = 8-step
retention intervals long = 13 month olds remember 3-step sequence for 8 months
imitation during infancy
demonstration = an adult imitates a novel act
test (immediately or after delay)= assess whether infant immitates.
baseline control condition= separate group of infants’ spontaneous production of target actions are assessed
critical measure = do infants in the demonstration condition perform significantly more actions than the infants who did not see the demonstration?
older infants learn faster
mitten ring bell,
infants imitate action when the puppet is handed over to them to get the response (bell)
6months = 6 times to remember for 24 hours
12, 18, 24 months = only 3 times to remember action for 24 hours
older infants __
2
1= learn faster
2= remember longer
3= more flexible (more context bound)
older infants remember longer
deffered imitation paradigm = Herbet & Hayne
18 & 24 learned 2 actions at equal rate
18 = remembered for 2 weeks 24= remembered for 3 months
rational imitation =
infants watched adult switch on light bulb with head
after 1 week
infants attempted to use head to switch on light bulb
one condition
adult arms occupied = 21% imitated head action
adult = arms free = 67% imitated head action
child memory
2
1working memory
2LTM
working memory
2 yrs = 2 digits
9 yrs = 6 digits
cognitive speedup
LTM
2ys = recognition memory good= recall poor
4yrs =recognition memory good, recall good
= even semantic knowledge
children learn new schemas and scripts quickly, good at recounting script but not details from a particular instance
define
cognitive speedup
increased rehearsal rate with age
young vs older infant memory specificity
young = highly specific older = more flexible (more context bound)
6 month = failed to show retention after 24 hours if diff environment
12 month= retention across context but not diff stimuli
18 month = retention across context and diff stimuli
context specificity limits the __
chances of infants retrieving and using information from earlier experiences in novel backgrounds ( lack of consolidation?)
different stages of memory processing=
with increasing age children show impressive development of the stages of memory processing
encoding => storage => retrieval
implicit and explicit memory
explicit memory =
recognition memory for verbal and non-verbal (pictures) information improves steadily with age 4,5 10
implicit recognition memory verbal and nonverbal (priming effects) show no age effects ( good from early age)
describe
source monitoring
ask child to imagine what it feels like to do X
report that X actually happened
failed to report the imagined action
kids <5 are evident = can’t inhibit irrelevant information
constructive processes in children’s LTM
Sam Stone experiment
4 groups of children
1= control
2= stereotype
3=suggestion
4 = stereotype and suggestion
exposing young children to stereotypes =
affects their memory
young children = very sugestible witnesses
__% of children that had produced false memories of a specific event
58%
infantile amnesia =
good recall if 4+ , poor recall if 2 yrs
incredible magic shrinking machine experiment
after 6 or 12 months
children used ‘new’ words to describe the memories
didn’t use the words they learnt at the time of the event
children can translate preverbal memories into language
first memory
adults of different cultures give different age estimates of their first memory
maternal reminising and early memories
reminiscing about past events = mother use diff styles
2
1) elaborative reminiscing style
2) repetitive-reminiscing style
1) elaborative
asking a range of diff questions about past event = mother provides and elicits information about event details
fosters the formation of enduring early memories
2) repetitive
repeated same questions about past event = mother = strong focus on 1 or 2 aspects of past event
responding to indirect emotional signals
infants more likely to imitate adult if the resulting emotion was neutral>anger
infants did not use the emoter’s response to regulate their behaviour under all circumstances
if the previous angry emoter was absent or eyes closed = infants still imitated the actions despite previous anger of the emotion
” if they can’t see they won’t get angry”
social development = attachment
define
attachment = an emotional bond with a specifc person that is enduring across space and time
powerful feature of development occuring between 7 and 8 months
signs of attachment
4
Maccoby
1 seeks to be near primary caretaker
2 shows distress if separated from ^
3 happy when reunited
4 orient their actions to ^
explanations of attachment
Freud’s drive reduction hypothesis / cupboard theory/ cupboard love
attachment is motivated by biological drives
during infancy primal drive for food - we get from mother => leads to => secondary drive for attachment of mother
define
cupboard theory
aka cupboard love/freud’s drive reduction hypothesis
the person who provides nourishment becomes the attachment figure
John bowlby
psychoanalyst
studied evacuees and institutionalised children, concluding that proximity to caregivers seems to be important to children
developed
ethological theory of attachment
and
maternal deprivation hypothesis
define
ethological theory of attachment
developed by Bowlby
contact and attachment is incstinctive as we are social animals
attachment is reciprocal = parents and children
define
maternal deprivation hypothesis
developed by Bowlby
deprivation of the mother and child attachment leads to cognitive, social and psychological difficulty including aggression, delinquency and psychopathy.
Harry Harlow
test of attachment in monkeys
cupboard love vs instinct for contact
reared infant monkeys in isolation from birth, compared to monkeys raised normally with their mothers
infant preferred clothed mother
suggested security not nourishment was the basis of attachment
