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PSYCH 460 - CHILD DEVELOPMENT > EXAM 1 > Flashcards

EXAM 1 Flashcards

1
Q

nativist view of child development

A

argue evolution created capabilities that are present in infancy such as understanding properties of objects, animals, and people

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2
Q

empiricist view of cd

A

argue infants possess general learning mechanisms that allow them to learn quickly but don’t innately have the capabilities

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3
Q

prefrontal cortex

A

cortical region associated with planning, reasoning, problem-solving, and high level mental functions - shows developmental differences

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4
Q

amygdala

A

area of brain involved in emotional responses

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5
Q

Roussau theory on CD

A

children as noble savage - child doesn’t know what they are doing but come into the world with morals and ways of being, kids are innately pure and then corrupted by society

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6
Q

genome

A

person’s complete set of hereditary info, all set of DNA of any organism including all its genes – influences behavior

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7
Q

methylation

A

biochemical process that influences behavior by suppressing gene activity and expression

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8
Q

experience-independent change

A

genetic factors (order of stages of development), temperment, hormonal changes (menstruation), reflexes, insticts

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9
Q

Locke Theory of CD

A

blank slate - ready to be drawn on with experiences, experiences determine who you are “tabula rasa” - shaped by society

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10
Q

Watson, Skinner Behaviorism

A

Who you are is a function and accumulation of the types of enforcement you have had, arguing that everyone is the same until experiences

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11
Q

Experience-dependent change

A

-environmental factors - native languages, child abuse
- learning - Pavlov’s dogs, mother’s voice in utero
- Effects of specific experiences - food preferences, development of prejudices

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12
Q

Garcia experiment on Avoidance Learning

A

-seeing if there is any nature side to a learned behavior like not liking a banana after one experience
-gats rats weird water that was bright, noisy, and tasty that would make them sick
-they would later avoid the tasty water - relation of the sickness and the taste
-did the same on quail and they avoided the bright water
-Showed is not just taste and eating are correlation, its about how the quail learns differently than the rats
-turns out rats and quail use different senses to hunt, rats are smell hunters and quail are visual hunters
-a species-specific difference that showed nature constrains nurture and biological factors constrain learning

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13
Q

Konrad Lorenz Imprinting - nature and nurture

A

-imprinting is a pretty set innate behavior where duckling would follow their mom around or follow the first moving thing they see
-imprinting is nature because:
:stimulus triggers behavior without learning
:no individual variation - seen across whole species
: biologically-controlled timing
- seeing if there is any nurture

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14
Q

Hess (1958) - Auto-Duck Decoy

A

-trying to see if the duckling has to do anything or if it just happens
- made a race track that had decoy revolving around it
- one condition: duck was free to move around the track as they wanted
-Other condition - duck is in stationary position watching the decoy
-if it is just watching, there is no imprinting
- meaning the duckling itself has to move to imprint - meaning the duck as to have some nurture or agency to imprint on something
- imprinting requires effort by the duckling - motor response is necessary
-nurture constrains nature - not going to happen if there is no effort

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15
Q

Nature and Nurture on Language

A
  • nature - humans, not pets
  • nurture - cultural specific
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16
Q

Nature vs Nurture example of bird song

A

P. Marler - Constraints on learniing
- critical period, learn only own species’ song
- if raised in isolation, sings “isolate song” - need experience to get it right

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17
Q

Discontinuous (stage) theories

A

idea that changes with age include occasional large shifts
tadpole –> frog, big stages that are moved through

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18
Q

Continuous Theories

A

idea that changes with age occur gradually in small increments
ex. changes in height and weight, gradual small changes that fluctuate

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19
Q

17th Century thoughts on CD

A

kids are irrelevant, seen and not heard, working with parents

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20
Q

18th Century thoughts on CD

A

kids start to become part of philosophical debate

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21
Q

Hobbes thoughts on CD

A

kids are inherently selfish, and evil, require strong control from parents

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22
Q

19th Century thoughts on CD

A

evolutionary theory with Darwin
-emotions and languages similiar to other species
-instincts are unlearned behavioral patterns
-survival of the fittest, adaptiveness of behavior

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23
Q

20th Century thoughts on CD

A

post WWI added jobs in schools, hospitals, psychology, social services, job that required knowledge of how kids worked and kids more thought about and how to raise them.
- kids reflect parenting
-Behaviorism, Equipotentiality, operant conditioning, Freud

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24
Q

Behaviorism

A

stimulus, response learning

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25
Equipotentiality
anyone can learn anything and become anything
26
21st Century thoughts on CD
mix of nativism and empiricism - neuroscience, attention to cultural variability -children in contexts - peers, family, schools, screens, etc
27
Strengths and weaknesses of structures observation
Strengths - info about natural interactions, ecological validity Weakness - risk of bias, observation affects people, social desirability, lack of control
28
Monozygotic Twins (MZ)
Identical twins - share exact same genes, come from same zygote
29
Dizygotic Twins (DZ)
fraternal twins, 2 sperms and 2 eggs together at same time, creating 2 zygotes simultaneously, much more common that MZ, same gene sharing as siblings -- IVF adds to commonality
30
Causes of Genetic Diversity
-Meiosis -crossing over -mutations -epigenetics
31
Meiosis as GD
zygote differs from each parent, randomly chosen with genes that will go into egg or sperm
32
Crossing over
paired chromosomes swap DNA during meiosis, more genetic diversity from parents
33
mutations
not inherites, can be passed on to offspring, results in form that was not transmitted by parent - varying levels of danger, change
34
Down Syndrome
three Chromosome 21s instead of two. 47 total chromosomes - heart, lung, cognitive delays - risk rises with aging of maternal age
35
epigenetics
changes in gene functioning that alters DNA, not the genes themselves, determines whether certain genes are turned on or off - changes gene expression, linked to experience, that may affect later health and well-being - if gene turned off or silences, can't have good or bad effect - it can't express anything
36
Meaney Studies
- Glutocorticoid receptor gene - central to regulation to stress response - Responsive moms who lick pups have pups who express the gene - Unresponsive mom's pups don't express the gene - Tested cross fostering to raise pups with opposite mom - high care moms with low care pups had good stress regulation - low care pups with high care pups had the stress regulation gene turned off - showed that it doesn't matter what genes born with, a matter of experience in care-giving situation that affects if it is turned on or not
37
Behavior Genetics
estimate heritability - with DZ and MZ twins with some control for environments of the twins
38
Example of Behavior Genetics with MZ and DZ - Autism
tested concordance rate - showing it is a moderately heritable trait as MZ had higher correlation than DZ- strong basis for genetics
39
Rule for Behavior Genetics with Twins
If MZ = DZ correlation that the trait is not heritable meaning that it is something about shared environments. If MZ is more than DZ --> heritable trait
40
Teratogens
Environmental causes of birth defects - Zika Virus, smoking, parent's behavior
41
Effects of alchohol and cigarettes
low birth weight leading to intellectual impairment, less oxygen gets to the fetus - Alchohol crosses the placenta membrane and directly ingested by newborn -leading cause of fetal brain injury
42
Dose-Response relationships
a little is probably ok, the large the dose, the larger the potential negative effect --> alcohol, many teratogens
43
Fetal Sensory Development first sense
Audition - very loud, digestive sounds, pregnant person's speech, heart rate
44
Salk (19973) - heartbeat study on newborns
1: heard normal maternal heartbeat 2: fast heartbeat 3: no heartbeat (control) Group 2 got upset, Group 1 cried less, gained more weight, did better that control - showed fetuses are learning in the womb and remember their mother's heartbeat
45
Decasper and Spence (1986) - Cat in the Hat
Pregnant moms would read the book -newborns tested with high amplitude sucking test - depending on how hard the baby sucked chose what they heard - sucking rate between the familiar vs novel story - Results: the babies preferred the familiar sorry that they hadn't heard since they were fetus showing that they learned the story in some way
46
Brain Maturation stages
very slow. Early with hippocampus (1-2 yrs) and later frontal lobe/prefrontal cortex (20s)
47
Myelin
fatty sheath that surrounds axons that are important for communicating with brain and body - grey matter has axons that aren't myelinated - the wrapping of the axon makes information gets transmitted much faster
48
Neurogenesis
birth of new neurons
49
synaptogenesis
birth of new neurons, how neurons communicate with each other
50
Synapse elimination/pruning
only keeping the ones that matter, that will have us transmit information efficiently - plasticity
51
Plasticity
neural changes due to experience. experience sculpts brains, causing them to change
52
Experience-expectant plasticity
brain generally expects a certain experience to happen (like a visual environment) to happen so it isn't there to begin with - importance of sensitive periods
53
Experience-dependent plasticity
brain is changing more in current moment, brain didn't expect it ex. rats in more enriched environment had more complex brains, shows how environment that babies are in shape the development of the brain
54
Lateralization
Hemispheres control different functions - hand function - left - language - right - spatial
55
Motor Development Milestones
point in time where half of people in that age can do something and half can't - average
56
Acuity in Newborns
- sharpness of vision -very low at birth (20/120) but very quickly developing - first few months, high contrast is best as color vision is limited
57
Bar-Haim (2006) African Isreali Infants
- found infants looked at own race for longer
58
Other species effect
adults and 9 month olds can't discriminate monkey faces - but 6 month old's can as result of perceptual narrowing
59
Kellman and Spelke (1983) Object Segregation
4 month olds - Habituation Stimuli - rod partially hidden by a block - tested moving or still - habituation to moving rod prefer broken rod - thought they were seeing whole rod - habituation to still rod had no preference, ambiguous display during habituation - moving together meant that it was one object even if the two ends look different
60
Infant-directed speech (IDS)
differs in prosody (music of language) from adult directed speech with pitch, rate, affect, similiar across cultures, attention grabbing and may facilitate language learning
61
Categorical Perception
breaking up a continuum into perceptual categories - good between-category discrimination - poor within-category discrimination
61
Recognition Memory
recognizing familiar things p can rely on the world to give options that we are familiar with - less taxing (ex. multiple choice)
62
Rovee-Collier - mobile studies on recognition
-tied mobile to string on babies' foot so that they realize they are in control of what is happening to the mobile (if they kick, the mobile will move) - keep getting reinforced for kicking and movement - learning and reinforcement - showed the mobile to the baby after a delay - babies start to remember it more and more - showing that reminders help - shape of mobile most important for recognition, not color
63
Recall Memory
remembering absent things, having to think it up on your own (ex. Essay exam)
64
Deferred Imitation
babies imitate earlier events, requires memory of something that happened in past but is currently absent - showing recall memory
65
Melzoff studies on recall memory
showed 6-9 m.o. novel actions with novel objects but didn't let them touch it - they would just watch -babies came back a day later and were given the same object and babies were shown to do the same thing they saw the day before --> deferred imitation
66
Observing adults trying but failing study
18 m.o. seeing if they will imitate what they actually saw (adult failing) or will they imitate what they think should be correct (intention) - they would initiate what the adult was trying to do - deferred imitation of adult intentions - another condition with machine - just imitate action without getting into head of person --> social learning
67
Leonard 2017 study on effort on babies and adults
- saw adults who tried hard vs seeing adults that don't - 1: experimenter tries, fail, and eventually succeeds after trying hard - 2: experimenter doesn't try hard to succeed, and keeps succeeding -infants in effort condiition tried longer at the toy showing how important infant environment is to look at other people that are around them - to determine how persistent they will be
68
Eimas and Quinn study perceptual categorization
habituation - pairs of horses, 3m.o. know the horse categories test: horse with cate, giraffe, etc. showing them different pairings - they dishabituate to non-horse showing that categories are specific even if they don't know specific features of them - they just know they are different.
69
Mandler study of categorization
- used sequential touching - gave kids birds and airplanes toys - little kids tend to touch things that are similair close in time - suggest they show conceptual categories - animacy in older kids, not in younger kids
70
Statistical Learning
ability to pick up on patterns, what things lead to another, what goes together and what don't - in word segmentation
71
Word Segmentation
-no silnces in between words so trying to figure out when one ends and another word begins - start figuring this out 6-8 months - learning what sounds have high probabilities to be together in words - what syllables go with other syllables
72
rational learning
using prior experiences to predict the future
73
XU and Garcia - rational learning
-showed babies box of ping pong balls with mostly red and some white balls -had researcher going through box with eyes closed taking out balls - 1: mostly red balls pulled -2: given improbable outcome - mostly white with was unlikely - babies surprised at improbable outcome detected a violation of expectations
74
Kuhl study - madarin and English learning with and without human interactions
-some hung out with mandarin speakers whil other heard recording - television set had no learning - just audio had no learning effect - needs to be human interaction ot take the statistics and learn the language - social learning
75
Goldstein Study - Babbling
- testing if you can get babies to babble more based on social reinforcement - Experimental group - baby would babble and parent would pat them and reinforce them each time - yoked control group, paired a baby in EG, when EG baby reinforced, the yoked group is -DV - increase in babbling rate Result: experimental group babbles more than that in control group - just reinfocing randomly doesn't change behavior
76
Deloache study on learning from educational videos
seeing if Baby Einstein videos that are meant to make babies smarter actually are - word learning video - gave to parents of 12-18 m.o. and were told to show them for 4 weeks, 10 hours of viewing at home condition: vid with interaction, vid without interaction, parent teaching, and control with nothing Results: parent teaching highest, rest had no difference showing no learning from video
77
Contingent Responding on screens
more learning from screens, getting responses, video chats, having conversations on screens with others more helpful than passive media exposure
78
Stahl and Feigenson Study - 11 m.o. on more learning with unexpected events
-when they see toy falling, they will drop the toy to test gravity of it - if it bangs into something, they will attempt to bang the toy - they learn more about the objects that violated expectations
79
Pacifier Study - Melzoff - intermodal studying
Visual.motor study - suck on smooth or knobby pacifier habituated to sucking experience -seeing if babies could take experience could take experiences in their mouth outside in the world - showing the pacifiers to see which baby they preferred -preferred matching in pacifiers - Intermodal tasks
80
Polygenic genes and inheritance patterns
numerous genes contribute to a trai - many together not just one
81
4 factors that lead children in same family to be different from each other
-difference in genetics (mutations, errors) - treatment of parents and other differences (how they are handled) - differences in reactions to similiar experiences - differences in choice of environments (friends, labels)
82
aptosis
genetically programmed cell death/cell suicide
83
cephalocaudel development
pattern of growth in which areas near the head develop earlier than areas farther from head - reason for large fetus heads
84
apgar score
method for evaluating the health of the newborn immediately following birth based on skin tone, pulse rate, facial response, arm and leg activity, and breathing
85
Least active sense in the womb
sight
86
heritability
statistical estimate of the proportion of the measured variance on a trait among individuals in a given population that is attributable to genetic differences among the individuals populations not individuals
87
voice onset time
VOT - length of time between when air presses through the lips and when verbal cords start vibrating
88
McGurk Effect
a sensory illusion that occurs when what we see conflicts with what we hear. It demonstrates how the brain combines visual and auditory information to perceive speech - if you hear the sound "ba" while seeing someone's face form the shape for "ga", you might perceive the sound "da"

PSYCH 460 - CHILD DEVELOPMENT (3 decks)

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