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Psych 3400 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Schemes

A

how we define/understand the world
EX: cat

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2
Q

Assimilation

A

process by which people understand an experience in terms of their current stage of cognitive development and way of thinking
EX: cat we assimilate that the new thing is cat
-taking in what you know

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3
Q

Substage 1

A

-0-1mths
simple reflexes, innate reflexes determine an infants interactions with the world

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4
Q

Substage 2

A

-1-4months
first habits and primary circular reaction, beginning of coordination of what was separate actions into single integrated activities, activities that engage a baby’s interest are repeated simply for the sake of continuing to experience them (circular reaction)

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5
Q

Substage 3

A

-4-8mths
infants now seek to repeat enjoyable events in their environments that are produced through chance activities

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6
Q

Primary circular reactions and which stage is it in?

A

1-3 mths
focus on infants own body, no external objects
EX: sucking thumb
stage 2

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7
Q

Secondary Circular Reactions and which stage?

A

4-8mth
repeated actions pertaining to the external world, not their body
EX:babbling, toy shaking in same exact way
-substage 3

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8
Q

Tertiary Circular reactions

A
  • varying with a different movement
    12-18
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9
Q

Substage 5

A

12-18 mths
-Variations of the same movement
-Development of schemes regarding deliberate variation of actions that bring desirable consequences
-Carrying out miniature experiment to observe consequences
-tertiary circular reactions

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10
Q

Substage 4

A

Coordination of Secondary Circular Reactions (8-12 Months)
-beginning of goal-directed behavior: Schemes are combined and coordinated to generate a single act to solve a problem
-Means to attain particular ends and skill in anticipating future circumstances due to object permanence (8months) (object is still there even if they can not see it)

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11
Q

Substage 6

A

-beginning of thought (18mths-2years)
Capacity for mental representation or symbolic thought
-Mental representation
-Understanding causality
-Ability to pretend
-Deferred imitation

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12
Q

What are the basics of the information processing approach?

A

-Identifies the way individuals take in, store, and use information
-Involves quantitative changes in the ability to organize and manipulate information
-Increases sophistication, speed and capacity of information processing that characterizes cognitive growth

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13
Q

What did the Dr. Rovee-Collier kicking mobile study show about infant memory formation? (particularly with
how early is long-term memory shown in infancy if at all and how it improves with age and whether a
“reminder” enhanced performance of 2 and 6 month old babies

A

-seen by 2 months (infants remembered mobile a few days after event) but improves over age (6 months even better, as infants remembered mobile 3 weeks later)

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14
Q

Memories of personal past is not accurate before what age?

A

18-24 mths
-hippocampus is still developing

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15
Q

What is infantile amnesia and is it a real phenomenon?

A

inability of adults to retrieve the memories of when they were the age 2-4 years old

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16
Q

When do pre-babble (cooing) emerge and are they specific to language

A

no they are not specific to a native language
-2-3 months, have to be old enough to be able to control their vocals, sit upright with support

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17
Q

What is canonical babbling?

A

repeated consonant-vowel syllables
EX: ba ba ba
-universal in hearing infants
-6-8 mths
-resembles native language

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18
Q

What area of the brain is activated when babbling
and gestural babbling (and likewise vocalizations and gestures) occur

A

brocas area

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19
Q

How is babbling (vocal or deaf babbling)
helpful for language development?

A

-earlier onset, earlier language

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20
Q

phonemes

A

Sounds of our language (“a” in cat), 40 in the english lang, range from 15 to 85

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21
Q

semantics

A

rules that govern meaning of words and sentences

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22
Q

What is telegraphic speech?

A

more words but missing pronouns “want cookie”

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23
Q

when/what order does anger/sadness/surprise/fear and the social
smile emerge/appear?

A

6-9 weeks: social smile
3-4 months: ; anger, surprise, sadness
5-6 months: fear, shame, shyness
24 months: contempt, guilt

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24
Q

When do infants smile more at specific caregivers and less at inanimate
objects?

A

18 months: social smiling becomes more frequent toward humans than toward nonhuman objects, particularly towards their caregivers

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25
Q

What is stranger anxiety and when is it common?

A

-As memory develops, ability to recognize familiar people emerges, ability to anticipate and predict events increases, appearance of unknown person causes fear
-Common around 6 months

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26
Q

What is separation anxiety, when does it first emerge and when
does it peak; is it seen similarly timing-wise in other cultures?

A

-anxiety provoked in young children by separation or the threat of separation from their mother
-Begins around 7-8 months; peaks around 14 months, then declines

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27
Q

What is social referencing, when does it first occur, what situations is it most used in?

A

-Feeling what others feel; —First occurs around 8-9 months
-look to mom or dad to see how they should react

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28
Q

When can infants differentiate happy and sad vocal expressions?

A

-by 5 months

29
Q

What are the cultural differences in self-awareness and how aware are infants of their capabilities at age 2?

A

Greek children who are taught to recognize autonomy show self recognize earlier vs in cameroon where they emphazsei body contant, collective culture makes them recognize themselves a little later than compared to where bodily independence is emphasized

30
Q

Hamlin Study: theory of mind

A

-3 months of age would watch a puppet who were prosocial or antisocial
-helper pupper would help dog climb mountain
-children would prefer the helpful puppet than the mean puppet
-showing oreference for right intentions

31
Q

Harlow study

A

the monkeys chose comfort over their basic needs such as food
-attachment is really important for typical development
-have a secure base

32
Q

What does the Strange Situation entail and what does it measure

A

-developed by mary ainsworth
-sequence of staged episodes that illustrate strength of attachment between child and (typically) mother

33
Q

Avoidant (20%)

A

-Do not seek proximity to the mother, and after she has left, they typically do not seem distressed. They seem to avoid her when she returns. They seem indifferent to her behavior.

34
Q

Secure (67%)

A

infants use mom as a secure base and seem at ease as long as their mothers are present. They explore and return to mom occasionally. May or may not appear upset when she leaves, but immediately go to her when she returns and seek contact.

35
Q

Disorganized (10%)

A

-Show inconsistent, contradictory and confused behavior. They may run to mom when she returns but not look at her, or seem initially calm and then suddenly break into angry weeping.
-Suggests they may be the least securely attached of all

36
Q

What are the characteristics of primary caregivers for infants in
each of these categories?

A

Avoidant: insensitive and rejecting
Secure: sensitive and loving
Resistant: Insensitive and inconsistent
Disorganized: atypical

37
Q

What are the major cultural differences seen with the prevalence of the various
attachment styles?

A

-difference in soothing behaviors
-in care taking behaviors
-in play types

38
Q

Trust Vs.Mistrust

A

0-18mths
-issue is developing a sense of trust that your primary caregiver will meet your needs, reassured by getting close with people

39
Q

Autonomy vs. Shame and Doubt

A

-18mth-3yrs
-developing your independance
-Either become self-sufficient with toilets, eating, walking, talking, exploring, or become shameful of their incompetence for lifetime

40
Q

What are the positive if any, of daycare/childcare on child development?

A

Pros: high-quality child care is helpful to childrens outcomes
-solve problems together

41
Q

What are the negative if any, of daycare/childcare on child development?

A

infants less secure in low quality child care, children who spend long hours outside the home have lower ability to work independently and less effective time management skills, children who spend 10+ hours a week in group child care for a year or more have an increased probability of being disruptive in class up to 6th grade

42
Q

Which hemisphere processes things sequentially and provide examples?

A

left (reading, thinking, and reasoning)

43
Q

Which hemisphere processes things globally?

A

right (non verbal, spatial)
-art, music

44
Q

What major developments occur in piagets stage of preoperational thinking (2-7yrs)?

A

-Use of symbolic thinking grows, mental reasoning emerges, and use of concepts increase, but not capable of “operations” yet

-Symbolic functions: Ability to use symbols, words, or objects to represent something that is not physically present

-Intuitive thinking: “Why” questions emerge

45
Q

Centration

A

fixate on the appearance of things
Ex: conservation task they ignore everything, they will agree things look the same then will say they are different

45
Q

Concrete

A

will say it is the same it just looks different

46
Q

Egocentric

A

think from their own perspective
-hard to invision what others think
EX: look at posters and seeing different things on each side

47
Q

What is Vygotsky’s theory of cognitive development, particularly how do children learn?

A

Cognition is the result of social interaction learn through guided participation

48
Q

Zone of Proximal Development

A

Cognition increases through exposure to information that is new enough to be intriguing, but not too difficult

Greater improvement with help and in zone of proximal development

49
Q

Social Scaffolding

A

Support for learning and problem solving that encourages independence and growth

50
Q

Change in preschooler language abilities

A

Use plurals and possessive forms of nouns

Employ the past tense

Extend appropriate formation of words to new words

Errors: Overregularization (goed instead of went, growed instead of grew, mouses instead of mice)

51
Q

Poverty impacts on language development

A

parents that earned a lot of money compared to parents that weren’t earning a lot of money. theyre were difference in how they were talking to their own children. wealthy families talked to children more

52
Q

Gender Schema

A

cognitive framework that organizes information relevant for gender; rigid and based on outside appearances early in preschool ages

53
Q

Parallel Play

A

children play with similar toys, in a similar manner, but do not interact with each other; can be form of constructive or functional play

54
Q

Solitary Play

A

children play by themselves

55
Q

Associative Play

A

children share or borrow toys or materials, but do not do the same activity

56
Q

What are false belief problems and what age are they typically solved?

A

(typically solved 4-6 years)
EX: crayon experience

57
Q

What contributes to increasing theory of mind in children?

A

brain maturation, hormonal changes, developing language, opportunities for social interaction/ pretend play, cultural background

58
Q

Authoritarian

A

Low responsive + demanding)

Exhibit controlling, rigid, cold style

Value strict, unquestioning obedience

59
Q

Permissive

A

-high responsive +undemanding)

Involved with children

Place little/ no limits on children’s behavior; give lax/ inconsistent feedback

60
Q

Uninvolved

A

low responsive +undemanding)

Uninvolved in children’s lives; no interest shown

Indifferent, rejecting behavior; detached emotionally and see role as providing very basic needs for child; in extreme form= neglect

61
Q

Child of authoritarian parents

A

withdrawn, socially awkward, unfriendly children, girls depending and boys unusually hostile

62
Q

Child of uninvolved parents

A

emotionally detached, unloved, and insecure; physical and cognitive development negatively impacted

63
Q

How do preschoolers control/regulate their emotions?

A

Preschool children improve in emotional control

Around age 2: talk about feelings and engage in regulation strategies

64
Q

What is language development in children with autism?

A

-less eye contact in social interactions
-delayed babbling
-show deficits in joint attention tasks
-speech delays
-echolaila

65
Q

Language developing with williams syndrome

A

-enhanced interest in music
-empathy reactions
-large vocabulary
-natural storytellers
-excel at dyadic contact

66
Q

Childhood Apraxia of Speech

A

Neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (abnormal reflexes, abnormal tone)
-inconsistant errors in repeated production of syllables

67
Q

Chronic Stuttering

A

repetition of words
-WWW where are you going
-appears at 21/2-4 years
-more common in males
-triggered by anxiety

Psych 3400 (4 decks)

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