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PSYCH 460 - CHILD DEVELOPMENT > EXAM 2 > Flashcards

EXAM 2 Flashcards

1
Q

Functional Invariants

A

intellectual functions that do not change over development - doesn’t matter what stage person is in, it is still there

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2
Q

schema(s)

A

set of physical actions, mental operations, concepts, or theories used to organize and acquire info about the world

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3
Q

assimilation

A

fitting new info into current schema
process by which people translate incoming information into a form that fills concepts they already understand

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4
Q

accommodation

A

new info comes in and alters existing schema ro create a new one
process by which people adapt current knowledge structures in response to new experiences

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5
Q

Sensorimotor Stage

A

Piaget - 0-2 years
know world via senses and actions, live in current time, no thoughts or memories, learn via action and scientific problem solving, development of object permanance
- intelligence expressed through sensory and motor abilities

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6
Q

A-not-B error

A

tendency to reach for hidden object where it was last found rather than in new location where it was last hidden
immature object permanence, start to look for things when they are gone
-pass object permanence but not a-notb
-put object in location A, and then continues to look for the object in object A even when it is now in a visible location B
- assume object is in A, even if they saw where it actually went

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7
Q

Information Processing Approach

A

memory, executive function, brain is like a computer - hardware, software - if there is poor working memory recalling prior success, low inhibition – leads to A not B error

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8
Q

Dynamic Systems Approach

A

a class of theories that focus on how change occurs over time in complex systems
cognition is intertwined with motor abilities
- reaching to A is part of child’s knowledge about the object

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9
Q

Preoperational Stage

A

2-7 years
-Egocentrism, difficulty taking other people’s perspective
-mislead by appearances
-centration
children become able to represent their experiences in language, mental imagery, and symbolic thought

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10
Q

Three-Mountains Task

A

testing spatial domain egocentrism, only can describe what they see from own perspective and not what others may see
- children have difficulty putting themselves in someone elses shoes

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11
Q

centration

A

focus on one salient feature of objects or events, and not attend to other important aspects of what is going on

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12
Q

Scale Model Search Task (Deloache)

A

3 y.o - use model to find toy - think model = room showing signs of symbolic thought
2.5 yo - cannot use model - don’t think that it equals room showing no symbolic thought

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13
Q

Guided Participation

A

behavior is guided by experienced other - observation, explicit instruction
- meaning that kids participate in culturally-valued activities which are organized by the others

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14
Q

Social Scaffolding

A

process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own
way in which knowledgable children help children become more knowledgable, how they provide structure to build
-adults structure kid’s experiences – supporting learning

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15
Q

Zone of Proximal Development

A

distance between what kid can do alone vs with adult or peer

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16
Q

Working Memory

A

memory system that involves actively attending, maintaining, and processing information
-limited in capacity and length of time
holding information in mind; processing
-very influenced by what you already know about a domain

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17
Q

Executive Function

A

cognitive control
strategy use
cognitive flexibility
inhibition of responses

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18
Q

Theory of Mind (ToM)

A

understanding of mental processes, such as beliefs, desires, etc.
- understanding the contents of mind differ from content of other peoples
-assess via false belief tasks - Sally/Anne Test

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19
Q

mutual Exclusivity constraint

A

each object has only one label, eventually overrides
- when asked for something they don’t know, they will look for something they don’t know label to

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20
Q

cross-situational statistics

A

keeps track of words across situations
-meaning becomes clearer when situations are thought about together, if they hear same word in multiple experiences, they start to figure out the correlations

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21
Q

morpheme

A

smallest unit of meaning

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22
Q

syntax

A

combining words

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23
Q

overregularization errors

A

use the regular forms for the irregulars
-shows evidence against immitation
-show knowledge that they learned something about the language, they learn to unlearn the errors

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24
Q

Tronick’s Still Face Paradigm

A

Babies who experience their mothers not showing any emotion, they start to show negative emotion, start to feel angry and confused

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25
Noisy Monkey Study
control/predictability for smashing instrument not having control - more distress - control - lower distress for same noise 0 having control of the environment is important for children to have less distress Predictability, being able to predict when it happens also mean lower distress
26
Easy Temperament
Predictable, positive, adaptable 40%
27
Difficult Temperament
active, irritable, unpredictable 10%
28
Slow-to-warm-up temperament
inactive, moody, slow to adapt, 15%
29
Authoritative Parenting Style
reciprocal relationship, responsive, bidirectional communication
30
Authoritarian Parenting Style
controlling, power-assertive, unidirectional communication
31
Permissive Parenting Style
indulgent, low in control attempts
32
Uninvolved Parenting Styles
rejecting or neglecting
33
Pre-Attachment (0-6 weeks)
just need close contact, doesn't matter who or what it is
34
Attachment in the making (to 6-8 months)
respond more to caregivers, but can engage with more people, low stranger anxiety, know who their people are but don't seem to be more attached to just them yet
35
Clear-cut attachment (to 1.5 yrs)
choose caregivers, and have them as secure base, stranger weariness, seperation anxiety
36
Reciprocal relationships (1.5 yrs and on)
Partnerships with caregivers
37
Internal working model (IWM) of attachment
figured out how you expect to be treated and how to treat others with your caregivers, model of how these relationships should be and how they will be going forward
38
Secure Attachment Type
most common, caregiver as secure base, upset when caregiver leaves, recover quickly, about the caregiver, they are the primary relationship positive and trusting relationship
39
Insecure/Resistant Attachment Type
don't explore, just sit by caregiver, upset when caregiver leaves, resist comforting after return even if they want, anxious - more clingy and not exploring, hard to comfort at times
40
Insecure/Avoidant Attachment Style
little distress when caregiver leaves, avoid after return, could be soothed by experimenter - somewhat indifferent of caregiver adn could maybe avoid them
41
Disorganized/disoriented attachment style
absence of pattern, seem confused, dazed, freezing, not really showing any emotion with associated with maltreatment no consistent way of coping
42
constructivist view
children construct knowledge for themselves in response to experiences by generating hypothesis, performing experiments, and drawing conclusions from their observations -combine innate knowledge with subsequent experience
43
equilibriation
process by which children balance assimilation and accommodation to create stable understanding
44
whole object constraint
thought that words refer to whole objects -narrows possible meanings of words
45
prosity
music/rhythm of language, tones, way it is spoken
46
shape bias
generalizing word meaning on shape over other features of an object
47
emotional display rules
as kids get older, they get better at understanding when to use certain emotions, even when it isn't true, they learn when to fake it
48
Concrete Operational Stage
7-12 yrs children become able to reason logically about concrete objects and events -can solve conservation problem and multidimensional but still limited to concrete situations -can't yet think in purely abstract or generate systematic scientific experiments to test beliefs
49
formal operational stage
12 yrs + people become able to think about abstracting and reasoning in hypothetical situations - can perform scientific experiments and draw conclusions
50
object permanence
knowledge that objects continue to exist even when they are out of view --> starts at end of first year
51
deferred imitation
repetition of other people's behavior a substantial time after it originally occurred
52
egocentrism
tendency to perceive the world solely from one's own point of view - ages out with maturation but still persists slightly
53
centration
tendency to focus on a single, perceptually striking feature of object or event
54
conservation concept
idea that merely changing the appearance of objects doesn't necessarily change the other key properties of it
55
information-processing theories
class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and memory to solve problems
56
overlapping waves theory
an information processing approach that emphasizes the variability of children's thinking and the gradual movement toward greater use of more advanced strategies --> can accurately characterize children's problem solving in wide range of contexts
57
core-knowledge theories
approaches that view children as having some innate knowledge in domains for special evolutionary importance and domain-specific learning mechanisms for rapidly and effortlessly acquiring additional information in these domains
58
domain specific
information about a particular content area --> children can distinguish in some things
59
nativism
the theory that infants have substantial innate knowledge of evolutionary important domains
60
sociocultural theories
approaches that emphasize that other people and the surrounding culture contribute greatly to children's development
61
Vygotsky's Theory - phases of growth of children to regulate own behavior
1) behavior controlled by other people's statements 2) private speech - aloud to themselves 3) private speech that becomes internalized (thoughts)
62
private speech
2nd phase of Vygtosky's internalization of thought processes, in which children develop self-regulation and problem solving abilities by telling themselves aloud about what to do, much as their parent's did in first stage
63
intersubjectivity
mutual understanding that people share during communication -- evident in infancy
64
joint attention
process in which social patterns intentionally focus on a common reference in the external environment -- increases abilities to learn from other people
65
phenome
smallest units of meaningful sound
66
pragmatics
knowledge about how language is used in specific cultural contexts
67
overextension
an overly broad interpretation of the meaning of a world
68
underextension
an overly narrow interpretation of meaning of a world
69
telegraphic speech
short utterances that leavo out nonessential words (read me, Drew sleep)
70
Universal Grammer
a proposed set of highly abstract structures that are common to all languages -- nativist account
71
discrete emotions theory
a theory in which emotions are viewed as innate and each emotion has a specific and distinctive set of bodily and facial reactions
72
functionalist perspective of emotion
theory which argues that the basic function of emotions is to promote action toward achieving a goal, in this view, emotions are not discrete from one another and cary somewhat based on social environment
73
self-conscious emotions
emotions such as guilt, shame, embarassment, and pride that relate to sense of self and our concsciousness of others reactions to us - example of discontinuous growth
74
temperament
individual differences in emotion, activity level, ad attention that are exhibited across contexts and that are present from infancy and thus thought to be genetically based
75
attachment theory
John Bowlby's work, children are biologically predisposed to develop attachments to caregivers as means of increasing the chances of won survival
76
secure base
idea that the presence of a trusted caregiver provides an infant/toddler with sense of security that makes it possible for them to explore the environment
77
parental sensitivity
caregiving behavior that involves the expression of warmth and contigent responsiveness to children, such as when they require assistance or are in distress

PSYCH 460 - CHILD DEVELOPMENT (3 decks)

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