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done dv 1 Flashcards

1
Q

pregnancy characterised in __ ways =

A

2 ways

1 = trimesters = 3 periods of 3 months

2 = stages = series of sequential changes
Zygote => embryo => fetus

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2
Q

define zygote =

A

1/3

stages

fertilisation to about 2 weeks

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3
Q

embryo =

A

2/3

2 to 8 weeks
= all major body structures in place

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4
Q

fetus =

A

8 weeks to birth

= structures and functions develop

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5
Q

teratogen =

A

something that can cause damage to the developing child

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6
Q

factors that may affect prenatal development include =

A

mental illnesses, = aids, rubella

drugs, = cognitive/behavioural problems

smoking, = miscarriage, cot death, low birth weight

stress, = anxiety, health problems

aclohol= fetal alcohol syndrome

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7
Q

infant motor development sequence

A

head => arms=> legs

trunk out => fingers + toes

age 2
develop good motor movements (big muscles)

fine motor movements develop later

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8
Q

_ newborn reflexes

A

4
temporary

Moro/startle reflex
rooting response
babinski reflex
stepping reflex

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9
Q

_ methods use to track infant cognition

A

2

naturalistic methology
instrumental methology

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10
Q

define

naturalistic methology

A

observation
audio and video-tape

good fidelity
poor control

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11
Q

define

instrumental methology

A

head turning, look and gaze
cardiac deceleration
high amplititude sucking
conjugate reinforcement

good control
low fidelity

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12
Q

define conjugate reinforcement method

A

a type of instrumental methology

infants learn quickly
remember over long periods of time
retriveal shows context effect (encoding specificity)

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13
Q

_ types of infant memory

A

3

1 = recognition memory
2= encoding specificity
3= retroactive interference
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14
Q

define

recognition memory

A

2 months old remember for 3 days
3 months .. 1 week
18 months …13 weeks

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15
Q

define

encoding specificity

A

conjugate reinforcement paradigm shows recognition interference effects of diff. crib liner and priming effects on explicit memories

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16
Q

define

retroactive interference

A

switching to a new mobile interferes with memory of how to work original mobile ( in conjugate reinforcement paradigm)

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17
Q

infant attention

A

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

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18
Q

infant perception

A

auditory perception develops before visual perception

new borns can’t =
distinguish between voices and patterns of sound
other stimuli = require experience

depth perceptio

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19
Q

infant memory

visual vs audio

A

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

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20
Q

depth perception aqcuired when =

A

infant acquires control of arms and legs 6-8 months

visual cliff experiment = Gibson and Walk

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21
Q

infant learning and memory

A

2 types

1= distributed practise
2= imitation and schemas
22
Q

define

distributed practise effects

A

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

23
Q

define

imitation and schemas

A

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

24
Q

imitation during infancy

A

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?

25
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
26
older infants __
2 1= learn faster 2= remember longer 3= more flexible (more context bound)
27
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 ```
28
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
29
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
30
define | cognitive speedup
increased rehearsal rate with age
31
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
32
context specificity limits the __
chances of infants retrieving and using information from earlier experiences in novel backgrounds ( lack of consolidation?)
33
different stages of memory processing=
with increasing age children show impressive development of the stages of memory processing encoding => storage => retrieval
34
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)
35
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
36
constructive processes in children's LTM
Sam Stone experiment 4 groups of children 1= control 2= stereotype 3=suggestion 4 = stereotype and suggestion
37
exposing young children to stereotypes =
affects their memory | young children = very sugestible witnesses
38
__% of children that had produced false memories of a specific event
58%
39
infantile amnesia =
good recall if 4+ , poor recall if 2 yrs
40
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
41
first memory
adults of different cultures give different age estimates of their first memory
42
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
43
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"
44
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
45
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 ^
46
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
47
define | cupboard theory
aka cupboard love/freud's drive reduction hypothesis the person who provides nourishment becomes the attachment figure
48
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
49
define | ethological theory of attachment
developed by Bowlby contact and attachment is incstinctive as we are social animals attachment is reciprocal = parents and children
50
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.
51
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

. (18 decks)

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