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psy 201 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

Dynamic Systems Theory

A

Dynamic Systems Theory: infants develop motor skills by perceiving something and having the motivation to act on it

new motor skills = nervous system development + body’s physical properties + goal the child is motivated to reach + environment support (ex: walking)

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2
Q

what are reflexes? give four examples.

A

Reflexes: built in reactions to stimuli

Rooting: cheek is stroked & infant turns its head and tries to find something to suck

Sucking: occurs when infants suck an object placed in their mouth

Moro: startle response to sudden, intense noise or movement

Grasping: infants tightly grasp any object placed in their palm

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3
Q

Gross Motor Skills
infancy +

A

Gross Motor Skills: involve large muscle activities (ex: moving arms & walking)

  • requires postural control
  • girls walk sooner than boys (10 months - 1 year)
  • pull toy by a string and climb steps (13 - 18 months)
  • walk quickly or run stiffly, balance on their feet, walk backward, stand and kick, throw a ball, jump in place (18 - 24 months)
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4
Q

Specificity of Learning

A

no transfer across crawling and walking

  • if a baby can crawl well doesnt mean it will walk well
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5
Q

Fine Motor Skills
infant skills +

A

Fine Motor Skills: finely tuned movements (any task requiring finger dexterity)

Infant - grabbing whole hand at first then by end of first year pincer grasp
Preschool - holding pencil, scribbling, writing big letters improves in elementary
Elementary - musical instruments, better writing like cursive

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6
Q

sensation vs perception

A

Sensation: reaction that occurs when info interacts with sensory receptors (eyes, ears, tongue, nostrils, skin)

Perception: interpretation of what is sensed

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7
Q

Visual Perception

A
  • newborns can’t see things that are far away
  • at around 2 months infants can perceive partly hidden objects as whole
  • efficient in detecting boundaries between colors @ 3 - 4
  • many preschoolers are farsighted
  • by kindergarten most kids can focus effectively on close up objects
  • size constancy: recognition that an object remains the same even though the image changes as you move toward or away from the object
  • shape constancy: recognition that an object remains the same shape even though its orientation to us changes
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8
Q

Hearing

A
  • Fetus can hear sounds outside the womb during last 2 months of pregnancy
  • Infants can hear high pitched noises rather than low pitched (why baby talk exists)
  • By 6 months they can locate the origin of a sound
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9
Q

Smell

A

Newborns can differentiate odors

  • facial expressions indicate they like pleasant odors but not unpleasant odors
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10
Q

Taste

A

Sensitivity to taste is present even before birth

  • Newborns learn taste through amniotic fluid & in breast milk after birth
  • During first several months, they begin to prefer salty tastes
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11
Q

Piaget’s Theory of Development includes … ?
what are the 4 stages?

A
  • Accommodation: adjusting schemes to fit new information and experiences
  • Assimilation: using existing schemes to incorporate new information
  • Equilibration: how children shift from one stage of thought to the next (when things make sense)

Sensorimotor, Preoperational, Concrete operational, Formal Operational

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12
Q

Sensorimotor substages

A

SS1 Simple Reflexes (0 - 1 month)

SS2 First Habits & Primarily Circular Reactions (1 - 4 months)

SS3 Secondary Circular Reactions (4 - 8 months)

SS4 Coordination of Secondary Circular Reactions (8 - 12 months)

SS5 Tertiary Circular Reactions, Novelty, and Curiosity (12 - 18 months)

SS6 Internalization of Schemes (18 - 24 months)

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13
Q

SS1 Simple Reflexes

A

(0 - 1 month)
- sensation and action are coordinated through reflexive behaviors / involuntary physical reactions
- ex: rooting and sucking

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14
Q

SS2 First Habits & Primarily Circular Reactions

A

(1 - 4 months)
- do something by chance / accident and if they like it they’ll do it again (motor behaviors)
- Habit: scheme based on a reflex that has separated from its eliciting stimulus
- Primary Circular Reaction: scheme based on an attempt to reproduce an event that initially occurred by chance

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15
Q

SS3 Secondary Circular Reactions

A

(4 - 8 months)
- actions are repeated because they bring pleasure
- infants become more object oriented
- starts imitating simple actions and gestures

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16
Q

SS4 Coordination of Secondary Circular Reactions

A

(8 - 12 months)
- must coordinate vision, touch, hand, and eye
- actions more outwardly directed
- intentionality is present (ex: knocking over one block to reach and play with another)

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17
Q

SS5 Tertiary Circular Reactions, Novelty, and Curiosity

A

(12 - 18 months)
- infant purposely explores new possibilities with objects
- continually doing new things to object & exploring the results (ex: kids put blocks together but also know they can take it apart)

18
Q

SS6 Internalization of Schemes

A

(18 - 24 months)
develops the ability to use primitive symbols

19
Q

object permanece?
a not b error?

A

Object Permanence: understanding that objects continue to exist even when they cannot be seen, touched, or heard

A not B Error: mistake of selecting a familiar hiding place (A) rather than a new hiding place (B)

20
Q

preoperational substages

A

SS1 Symbolic Function (2-4 y/o)
- ability to mentally represent objects
- scribbles
- use of simple language
- pretend play
- animism: belief that objects have lifelike qualities
- egocentrism: inability to distinguish between one’s own perspective and someone else’s (ex: sky is blue because it’s my favorite color)

SS2 Intuitive Thought (4 - 7 y/o)
kids are trying to reason at a higher level (“why?”)

21
Q

centration vs conservation
(when does it happen)

A

Centration: focusing attention on 1 characteristic & excluding all others

Conservation: awareness that altering the appearance of an object does not change its basic properties

develops in Intuitive Though stubstage ages 4-7 (preoperational stage)

22
Q

Concrete Operational Stage

A

7 -11 y/o
- can perform concrete operations (mentally manipulate and know they can reverse / undo things)
- can think logically / abstract but needs concrete examples

Horizontal Decalage: similar abilities do not appear at the same time within a stage of development

Seriation: ordering stimuli along a quantitative dimension (such as length)

Transitivity: if a relation holds between 1 & 2, and holds between 2 & 3, then it holds between object 1 & 3

23
Q

Formal Operational Stage

A

(11+)
- abstract and logical thinking

Hypothetical Deductive Reasoning: develop best guesses and reduce which is the best path to follow in solving the problem

Adolescent Egocentrism: belief that others are as in interested in them as they are
- Imaginary Audience: feeling one is the center of attention
- Personal Fable: sense of personal uniqueness and invincibility

24
Q

Vygotsky’s Zone of Proximal Development

A

range of tasks that are too difficult for children to master alone but can be learned with guidance
- Lower limit: level of skill reached by a child independently
- Upper limit: needs assistance

25
Q

Vygotsky’s Scaffolding

A

changing the level of support
- the more skilled person adjusts the amount of guidance
- may use direct instruction
- less guidance with mastery
- dialogue is important

26
Q

Vygotsky and langauge

A

Social speech: talking to others people

Private speech: talking to yourself outloud

Inner Speech: talking to yourself in brain (use of it make you more socially competent) starts at age 6

27
Q

Phonemes

A

Phonemes: basic unit of sound in a language (ex: cat = k / a / t)

28
Q

Morphemes

A

Morphemes: units of meaning, not all morphemes are words by themselves

29
Q

Syntax

A

Syntax: ways in which words are combined to form acceptable phrases and sentences (ex: Noa hit the ball today.)

30
Q

Semantics

A

Semantics: meaning of words and sentences

31
Q

Pragmatics

A

Pragmatics: appropriate use of language in different contexts
example is the word “crash”
crash a cr
crash a party
crash at your place

32
Q

Language in Infancy

A
  • Crying
  • Cooing starts at 1 -2 months ,
  • Babbling starts at 3 - months
  • Gestures begin at 8 - 12 months
33
Q

saying and understanding first words (vocab spurt)

A

Children understand their first words earlier than they speak them
- They understand about 50 words at 13 months (receptive language) but can’t say that many until about 18 months (expressive language)

vocabulary Spurt: spoken vocab increases rapidly around 18 months

34
Q

overextend vs underextend

A

Overtextension: word is used for similar objects

Underextend: word is specific to one single thing

35
Q

telegraphic speech

A

Two word messages begin around 18 - 24 months

Telegraphic Speech: use of short and precise words without grammatical markers (ex: mommy give tommy ice cream)

36
Q

Language in Early Childhood

A

At 3 years they start creating longer sentences

Fast mapping: making a connection between a word and its meaning after limited exposure to a word

37
Q

Language in Middle and Late Childhood

A

Metalinguistic awareness: knowledge and language

Understand comparatives (ex: shorter, shallower) and subjunctives (if i were president)

Whole Language: teaches to recognize whole words or sentences & use context to guess meaning

Phonics Approach: teaches basic rules for translating written symbols into sounds

38
Q

Bilingualism & Second Language Learning

A
  • Bilingualism is linked to more positive outcomes for language and cognitive development
  • Ability to pronounce words with a native like accent decreases with age
  • New vocab is easier to learn than new sounds of grammar for adults and adolescents
  • Subtractive bilingualism: when immigrant children must learn their new language at school
39
Q

Language in Adolescence

A

Develop more subtle abilities with words like understanding metaphors and satire

Speak slangs with peers

40
Q

broca vs wernicke

A

Broca’s Area: involved in speech production and grammatical processing

Wernicke’s Area: involved in language comprehension

41
Q

three mountains task

A

kids are shown are three mountains. there is a doll that is placed in different areas on the table and kids are then asked what scene of the mountain the doll “sees” based on its placement.

42
Q

piaget vs vygotsky

A

they both exaplain development.
vygotsky is more focused on language and socialization. piaget has form stages according to age.

psy 201 (3 decks)

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