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Developmental Psych > Exam 1 Chapters 6&7 > Flashcards

Exam 1 Chapters 6&7 Flashcards

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1
Q

General things involved in cognition?

A

learning, speech, thought process, memory, etc.

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2
Q

can newborns learn?

sameroff and decapser on moodle

A

Yes, Sameroff found in his experiment that infants could adapt their sucking techniques depending on which one they learned gave them food

results suggest that newborns can begin to learn from 2 to 5 days old in full term infants

experiment: group 1: milk thru expression, Group 2: milk thru suction

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3
Q

what was DeCaspers experiments, results, and what does it tell us about newborn/natal learning?

A

Experimented with mothers reading to their babies in Utero and their responses to that after birth,, found that infants preferred nipples that played the story their mothers had read to them in the womb over the voice of another random woman

also found that newborns preferred the Nipple that played the Dr. Seuss book their mothers had read to them pre birth over a book read by their mothers of a different meter

indicates that this learnin gmay be imapcted by auditory experiences from the womb

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4
Q

what are critiques to saying newborns can learn?

A

there is a fine line to assuming how much newborns can learn, we may be giving them too much credit as there are some things that they may just be predispoed to developing that we may be attributing to learning

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5
Q

Piagets Sensorimotor Period

(Part of the Cognitive theory)

A

birth- 2 years
6 stages
Characteristics:
a.) coordination of sense and motor skills
b.) initially know the world through their perception
c.) object permanence

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6
Q

stage one of the sensorimotor period

A

(birth to 1 months)
* *reflexes: *sucking, grasping, staring, listening

vid of reflexes on moodle

example: sucking anything thast touches the lips or cheek

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7
Q

what are primary circular reactions?

A

Meaning the action has no real beginning or end, each action leads to the next and then loops back,, occurs within the infant

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8
Q

what stages of the sensorimotor period focus on Primary Circular reactions?

A

stages 1 & 2

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9
Q

stage two of the sensorimotor period

A

(1-4 months)
* the first acquired adaptations: accomodation and coodination of reflexes

ex.) sucking a pacifier differently from a nipple

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10
Q

what stages of the sensorimotor period involve Secondary circular reactions?

A

stages 3 &4

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11
Q

stage 3 of the sensorimotor period

A

(4-8 months)
*making interesting sights last
*begin responding to people and objects

ex.) clapping hands when a caregiver says “patty-cake”

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11
Q

what are secondary circular reactions?

A

These reactions extend beyond the infants body and the circular reactions occurs between the baby and something else

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12
Q

stage 4 of the sensorimotor period

A

(8-12 months)
*new adaptation and anticipation
becoming more deliberate and purposeful in responding to people and objects

example: putting the caregivers hands together in order to make them start playing patty cake

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13
Q

what stages of the sensorimotor period invole tertiary circular reactions?

A

stages 5&6

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14
Q

what are tertiary circular reactions

A

begin when 1 year olds begin to take independent action to discover the properties of other people, animals, and objects.
They no longer respond only to their own bodies,(primary) or other people (secondary), their thought process becomes more of a spiral than a circle,they want to know cause and effect and will repeat actions as well

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15
Q

stage 5 of the sensorimotor period

A

(12-18 months)
new means through active experimentation
experimentation and creativity in the actions of the “little scientist”

ex.) putting a teddy bear in the toilet and then flushing it

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16
Q

stage 6 of the sensorimotor period

A

(18-24 months_
new means through mental combinations:
thinking before doing, new ways of achieveing a goal without resorting to trial and error

ex.) before flushing the teddy bear down the toilet again, hesitating bc of the memory of the toilet overflowing and parents anger.

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17
Q

describe the coodination of sense and motor skills as a characteristic of the sensorimotor period

A

-the integrtion of moto and sensory inputs (perceptions)
ex.) hand eye or foot eye
depth perception
- visual cliff

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18
Q

what is the visual cliff?

A

a test of babies depth perception, where babies are placed on a table with a plexiglass overhang, babies with depth perception understand if they go of the “edge” they will fall and get hurt

develops around 6-14 months

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19
Q

describe the “initially knowing the world through their own perspective”
portion of the sensorimotor period

A

initially babies only know the world through their own perceptipon,, and that mental piture disappears when sensory input ceases (lack of object permanence)

object permanence develops with the assitance of motor ability bc once an infant has motor ability they can search for things

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20
Q

what is the hallmark of the sensorimotor period?

A

object permanence

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21
Q

what is object permanence

A

when an infant can begin to view the world as a permanent objects, just bc things are out of sight does not mean they are gone forever,, they are then able to think about what they can’t see

piaget posited this developes from 6-9 months,, but current research suggests it may develop as early as 2- 3 months

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22
Q

in chapter 6,

what are the key concepts of Cognitive Development in the 1st two years

A
  1. learning
  2. piagets sensorimotor period
  3. continuity of cognitive development
  4. functional importance of language
  5. two opposing views
  6. theories of language development
  7. language development
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23
Q

continuity of cognitive development

old view v. contemporary view

A

old view: little continuity (childhood is seperate from adulthood)
contemp. view: moderate continuity

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24
Q

why do we care about the continutity of cognitive development

A

parents get concerned about cognitive development in early years impacting later intellect/cognition

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25
Q

how many IQ points can intervention increase

A

13 points
16th to 50th percentile

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26
Q

functional importance of language

A

language is the foundation of society
allows us to communicate, express, and understand emotions

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27
Q

what is language?

A

a structured systems of sound patterns (words and sentences) that have a socially standardized meaning

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28
Q

what are the two contributions of language?

A

interindividual communication: communication between two different people
intraindividual communication: “talking to yourself” internal monologue

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29
Q

what are the two opposing views when it comes to language?

A

a. language is a container of thought
b. language is a determinant of thought

deals with the relationship between language and thought

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30
Q

what does it mean for language to be a container of thought?

A
  • we have thought before we have language
  • words are not necessary for thought, only for conveying said thought (we have mental representations of the thoughts just not words for them)
  • language is just simply a container for already established thoughts
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31
Q

what does it mean for language to be a determinant of thought?

A
  • language develops parallel or even prior to thought
  • language shapes thought by providing concepts and categories
  • conceptualization

example: animals do not have language and they also cannot think about things in terms of time like the past or the present because they do not have the langiage to categorize things in that way

example: you cant think of a computer if you don’t know what a computer is

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32
Q

what is the bottom line of language?

A

language plays into the development of thought and thought plays into the development of language,, they have a circular relationship

33
Q

what are the theories of language development?

A

a. infants need to be taught language
b. social impulses foster infant language
c. infants teach themselves
d. structural view of language acquisition
e. bottom line: complex interaction

34
Q

the theory of language that…

infants need to be taught

A

-posits that the childs environment helps them learn language
- “environmentalist”/learning approach
- lanuage is learned like other behaviors

  • types of speech involved:
    1. caretaker language
    2. child directed speech
    -
35
Q

what is caretaker language?

A
  • usually spoken from (birth to a year)
  • the ways that caretakers modify language when addressing infants
  • infants seem to prefer this language

different from everyday speech:
- simplfied vocabulary
- higher pitch
- exaggerated inotation
- short, simple sentences
- higher proportions of questions
- imperatives (demands/commands)

36
Q

what is child directed speech?

A

starts around 12-14 months
- begins when infants first start responding to language

qualities
- simplified ie “ball”, “dad”
- redundant
- highly grammatical
- present tense
- concrete nouns
- current experience
- pitch is inversely correlated with age

37
Q

the theory of language that…

social impulses foster infant language

A
  • idea that language is social pragmatic (practical ) and infants must acquire it in order to survive in a social world
  • language is acquired because humans are social and communication is social interaction
  • emotional messages, not just words are important (ie. approval, comfort, prohibition)
38
Q

the theory of language that…

infants teach themselves

A

-innateness theory (Chomsky)
-socuses on biological endowment/predisposal to learn language
-Posits that children only learn the particulars of languageand not basic structure, the only difference is the specific type of language you speak
-Language Acquisition Device (LAD)

39
Q

what is the language acquisition device?

A

applies to the idea that infants teach themselves language,, it is a conceptual device that is an inborn langiage generating mechanism.

40
Q

the theory of language…

structural view of language acquisition

A

consists of surface structure and deep structure

41
Q

what is surface structure?

A

the actual sound and word sequence we use

ex.) vocab, grammatical structure, etc.

42
Q

what is deep structure?

A

the intent of emotion behind the sentence
ex.) im going with you? vs. Im going with you!

43
Q

what is the bottom line of language development theory?

A

there are complex interactions between all of these reasons that account for why we learn language. A part of it is encouraged by social influence, a part of it is innate within us, and the other part is dependent on our environment and actually being taught

44
Q

what is the sequence of language development?

A
  1. crying (not rlly language but communication)(birth)
  2. cooing (2 months)
  3. babbling (6 months)
  4. first word (12 months)
  5. 2-word sentences (18 months)
  6. 3 word sentences (24 months)
45
Q

what is the stage of the first word characterized by

12 months

A

-holophrases (occur between 10-13 months) using one word to express an ENTIRE thought. They mean different things based on context

ex.) the baby spills their milk and all they say is milk while pointing

-overgeneralization: applying a few words they know to a variety of contexts

ex.) “can I pet that dog”

  • receptive v. expressive language: understanding words others use v. words they can use themselves
  • @ 13 months= understand abt 50 words
  • @ 18 months= produce abt 50 words
46
Q

what is a key characteristic of the 3 word sentences stage

24 months

A

“telegraphic speech”/ “pay per word”
kids will leave out non essential words

Car go fast or Doggy Pet, etc.

47
Q

what happens when a child is not raised in a social environment?

A

they will be missing social, conginitive, and physical aspects of their development

48
Q

social and sensory depreivation

A
  • usually children who experience the absense of lack of normal caretaking and stimulation
  • -leads to cognitive and physical delays

ex.) isabella was kept in a room secluded with only enough care to keep them alive,, genie the feral child

49
Q

what does genie the feral child indicate?

A

there is a critical period for language development

50
Q

what were some of the insitutions/orphanages talked about in class?

A

dublin founding home
baltimore orphanages
Lebanon foundling home
romanian orphanages

51
Q

dublin founding home

(1775-1800)

A

10,272 children were admitted and only 45 survived
(.045% survival rate)

51
Q
A
52
Q

baltimore orphanages

(1915)

A

over 90% of infants died within one year
-sparked some policy changes (better caretaking ratio) and movement from orphanages to foster systems

53
Q

what is th bottom line when it comes to understanding the importance of social contact?

A

children do not thrive wehn deprived of social contact

54
Q

the lebanon foundling home

(1950’s to 1960’s)

A

infants only removed from their cribs for feeding and diaper changes

physical result:
@1 year (still couldn’t sit alone or crawl)
@2 years (still couldn’t walk)
cognitive results:
@2 years (avg. IQ qas a 53) (.01 percentile)
-if the kids were adopted by 2 and then tested again by 4 they had an average IQ of 100

55
Q
A
55
Q

romanian orphanages

A

many chiildren developed reaction attachment disorder

from audio: experiments showed that orphans cannot emotionally discriminate strangers from their adoptive mothers like biological children can

but their is evidence that these effects can be mitigated and compensated for by the brain

56
Q

generally what is reaction attachment disorder?

A

a complex psychological condition that can develop in children who have experienced significant neglect, abuse, or disruptions in their early caregiving relationships, particularly during the critical period of infancy and early childhood.

57
Q

impacts of poverty on development?

A
  • lack of parental attention as most of the time parents are working multiple jobs
  • lack of nutrition as families may not be able to afford nutritious food, or they may been locatedi n a food desert

(26% of children under 6 live in poverty)

58
Q

displays of emotion

A
  1. physiological changes
  2. expressive behaviors
  3. subjective experience
    emotions help us make decisions
59
Q

development of emotions

A

(0-6 months)-basic emotions: joy fear, suprise, sadness, anger, interest, and disgust
(one of the very first emotions) : distress
(social smile) beginning of emotional exchange
(8 months to 2 years): newer emotions begin to take shape and the begin to vary in intensity

60
Q

development of fear

A

increases with age (to an extent)
some kids never develop it
-stranger anxiety and wariness
(starts at 6 months and then peaks at about a year)

video of little boy and eyore

61
Q

development of self awareness

A
  1. growing self awareness
  2. 2 years old gain knowledge about uniqueness
  3. social referencing
61
Q

when does self awareness begin to grow and how?

A

18 months
- kids can initiate actions seperate from others
- develop “self” smotions like self esteem

62
Q

what is the main experiment in regards to self awareness?

A

(at 18 months) researchers tested children ov varying ages by putting a dot of rouge on their forehead and then placing them in front of a mirror. If the child attempted to remove the rought then they were said to have self awareness, and if they didn’t then they lacked it

63
Q

developments to self awareness by the 2nd year of life

A

children begin to gain knowledge about their uniqueness
- understand their unique physical attribute Ie. storng, fast, etc.
- develop certain “self” emotions: ie) self esteem, and self consciousness
- develop awareness of pride and shame
- begin to develop self control

Psychosocial meets cognitive: higher cognition in terms of memory and we begin to think more maturely which allows for better emotional development

64
Q

what is social referencing?

A

looking at the parent for social cues to regulate their own behavior

ie.) if a parent runs into someone at the store and they get into an argument, then the child is likely to get fussy or distressed as well

65
Q

theories of personality development within the first two years

A

A. Freuds Psychosexual stages (Oral and Anal)
B. Eriksons Psychosocial stages (Trust v. mistrust) (Autonomy v. Shame and Doubt)

66
Q

(review)

describe eriksons stage of autonomy v. shame and doubt:

A

children either have indpendence and faith in their own abilities or they feel shame in their choices/idenpendence especially if they mess up. This is why praining effort is very important rather than simply praising outcomes

67
Q

what are the different attachment styles?

A
  1. secure attachment
  2. insecure attachment (avoidant and resistant)
  3. disorganized attachment
68
Q

who was mary ainsworth?

A

studied infant response to caregivers entering and leaving a room
-created the strange situation experiment, and also pioneered the differing attachment styles

69
Q

what is attachment?

A

the affectional/emotional bond that one individual forms for another and ensures across time and space

70
Q

what was the strange situation?

A

a laboratory with lots of novel toys and had a stranger come in and sit, then the PC would leave the room and then return a few moments later

71
Q

secure attachment:

A

-presence of PC: child has courage to explore, is happy, and investigates freely with the PC
-departure of PC: the child becomes distressed
- reunion with PC: signals to restablish contact, prefers the PC< wants to be comforted and greets the PC warmly

72
Q

secure attachment predicts…

A

more curiosity,, more self assured, and more social

(style for 60% of babies)

73
Q

what is insecure avoidant attachment>

A

-presence of PC: don’t acknowledge the presence of PC, and dont interact eith them
-departure of PC: no stress kind of indifferent
-reunion with PC: do not re establish contact and don’t seem to care they are back

(style for 15% of babies)

74
Q

what isinsecure resistant attachment style?

A

-presence of PC: very clingly to the PC,, and do not explore or interact with their environment
-departure of PC: throw a tantrum and are inconsolable
-reunion with PC: the continue to push PC away even though they are also seeking comfort at the same time

(style for 15% of babies)

75
Q

what is disorganized attachment style?

A

-no real set structure
- lack coherent set of coping mechanisims
- bad at social situations
- biggest risk of social maladaptiveness
- caused by ambivalent, impatient, inconsistend parenting

mary ainsworth did not discover this one

76
Q

what is temperament?

A
  • constitudional based on individual differences
  • precursor to personality
  • -stable across time and situations
77
Q

look at the features of quality infant care giving on moodle

A

:)

78
Q

what are the 3 dimensions of temprament?

A

-effortful control (regulating emotion and attention, self soothing)
-negative mood (fearful, angry, unhappy)
- exuberance (active, social, surgent)

Developmental Psych (29 decks)

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