Exam 2 Flashcards
(100 cards)
1
Q
________: automatic, involuntary responses to specific types of stimuli that are present at birth.
A
Neonatal reflexas
2
Q
with sudden movement downward (falling) the infant will spread arms out and then inward (hugging themselves).
A
Moro reflex
3
Q
spread toes when you run your hand up the side of their foot.
A
Babinski reflex
4
Q
step when held upright
A
Stepping reflex
5
Q
when you brush their cheek, will orient toward the side that was brushed.
A
Rooting reflex
6
Q
1-2 months a baby does what?
A
Lifts head
7
Q
2-4 months a baby does what?
A
Prone, chest up, uses arms for support
8
Q
2-5 months a baby does what?
A
rolls over
9
Q
4-7 months a baby does what?
A
Sits without support
10
Q
8 months a baby does what?
A
Crawls
11
Q
4-9 months a baby does what?
A
Pulls to stand
12
Q
7-12 months a baby does what?
A
walks with assistance: cruising
13
Q
11-14 months a baby does what?
A
Walks
14
Q
What theory is this?
Behavior Patterns are determined through a process of learning.
Infants at first move randomly and often involuntarily, and successful actions are reinforced.
A
Trial and error
15
Q
What theory is this?
Behavior Patterns are predetermined by neural mechanisms
Infants motor development is a process of brain development, and as the brain matures, more advanced motor behaviors becomes available.
A
Nativism
16
Q
What did Ester Thelan discover?
A
discoveries about
rhythmical stereotypic movements (RSM):
17
Q
What is RSM?
A
- Movement is not random, movements have a purpose
- Movements in every body part
- Not reflexes
- Peak before voluntary control of a body part
- RSM kicking has the same form as newborn stepping reflex
- Reflexes RSM controlled voluntary actions
18
Q
_______ kicking has the same form as newborn stepping reflex
A
RSM
19
Q
The ______ tells Thigh muscles contract then calf muscles contract then release, etc. etc.
A
CPG
20
Q
Patterns in gross and fine motor development are determined as the brain matures and different pattern generators come “online”
A
CPG
21
Q
Problem with CPG?
A
The “stepping reflex” disappears
22
Q
What explains that the stepping reflex disappears?
A
Infants bodies are rapidly changing
Muscle tone does not keep up with weight and legs become too heavy for infants to lift.
When given “assistance” the stepping reflex reemerges.
23
Q
The Body is controlled by the brain and any behavioral changes must be met with 1 to 1 changes in the brain.
Behavior Patterns are preprogrammed and fixed neural codes
A
Central Pattern Generators
24
Q
Motor development is a DYNAMIC process
The Brain is ALSO controlled by the body, and behavioral changes are the result of “multi-causal” development
Behavior patterns are context specific and non-fixed
A
Dynamic Systems theory
25
Involves the sharpness of visual discrimination
Develops rapidly
Can be estimated by comparing how long infant looks at research patterns
Visual acuity
26
Infants looking at faces:
Infants also look longer at faces that adults find more attractive than those adults rate as less attractive.
27
Infants very quickly develop a preference to focus on areas of a face important for communication, this is known as:
Visual scanning
28
What it ORE?
Posits that it is easier to distinguish between faces of those from own racial group
Emerges in infancy
Is driven by access of facial features in individual environment
29
The brain infers depth from 2-D depth cues on the retina and from past experience
The classical view
30
The brain directly perceives depth in the way that 2-D images move on the retina.
Gibsonian view
31
A mathematical relationship in
the flow of stimulation
on the retina
Invariant property
32
A fit between an aspect of the environment and the organism
| specifying action
affordance
33
We use _____ ______ to perceive _______.
invariant properties, affordances
34
Looming is an example of
We use invariant properties to perceive affordances.
35
“collision is imminent”
affordance
36
symmetrical expansion
invariant property
37
asymmetrical expansion
invariant property
38
"pass-by"
affordance
39
At 3 months, will discriminate between a looming panel and a looming window.
This is called:
infant depth perception
40
Gibson and Walk (1960)
Used visual cliff experiments to depth perception
Illustrated the interdependence of different domains of development
Campos (2000) illustrated that infants can perceive depth, but don’t always use it to guide behavior.
41
Found that infants do not transfer what they learned about crawling down slopes to walking down them
Noted infants have to learn from experience for each motor skill they master
karen adolph
42
Attempts do something with a miniature replica object that is far too small for the action to be at all possible
Hypothesized to result from failure to integrate visual information represented in different areas of brain
scale errors
43
Founder of the CONSTRUCTIVIST perspective in Cognitive Developmental research
Jean Piaget
44
A focus on how children think and understand the world rather than what they know.
Constructive perspective
45
Recalling Static images
Recall gives us the past.
Recognition is not thinking.
Figurative thinking
46
Moving images and ACTION
Gives us the future
Mental operations
Operative thoughts
47
Definition: mentally representing an action (or concept) and mentally reversing the action in one of 2 ways:
Mental operations
48
An action and its opposite
| Adding and Subtracting
Negation reversibility
49
One action accounting for another
Compensation reversibility
50
putting together liquids
accomodation
51
putting together objects
assimiliation
52
putting together taking apart
equilibration
53
what does thinking develop from?
actions
54
12 to 18 months
| in reference to thinking
figurative
55
18 to 24 months in reference to thinking
representing actions
56
7 to 11 years in reference to thinking
reversibility
57
JP sensory motor stage happens when?
0-2 mths
58
JP pre-operational stage happens when?
2-7 months
59
JP concrete operational stage happens when?
7-11 mnths
60
JP formal operational stage happens when?
11-14 months
61
How many sub stages are in the sensory-motor stage?
6
62
What are the 6 sub stages to sensory motor stage?
```
1 Reflexes
2 Primary Circular Reactions
3 Secondary Circular Reactions
4 Coordination of S. C. R.
5 Tertiary Circular Reactions
6 Invention of New Means by Mental Combination of Actions
```
63
The knowledge that something exists, even when you cannot see it.
object permanence
64
Evident for object permanence?
children in sub stage 3 will let go of object when its occluded.
65
Either negation or compensation, not both
| what stage?
Concrete operartional
66
Negation and Compensation
simultaneously, on hypotheticals.
what stage?
formal operational
67
Vygotsky’s Sociocultural Theory of Cognitive Development
Children are social learners.
Contextual rather than Universal patterns of development.
68
Social interaction
| Guided participation
Core concepts in sociocultral theory
69
intersubjectiveity and social scaffolding
sociocultral analyses of change
70
the social rule of learning
intersubjectivity
71
the process through which social partners focus on the same external object, underlies the human capacity to teach and to learn from teaching.
joint attention
72
Involves 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
scaffolding
73
Active experience with environment leads to recognitions of regularities which are generalized into broader concepts
Active Learning and Social transmission
empiricism
74
A collection of special-purpose brain mechanisms that have an evolutionary benefit
Biological Inheritance and Universality.
nativism
75
The brain might consist of a few (or many) mechanisms that are innately imbued.
Present at birth (or shortly after)
Experience-Expectant Processes?
modularity
76
Induvial Modules handle only very specific tasks with a small range of possible inputs and outputs.
Operate Independently of one another
domain-specificity
77
All children start with limited, but innately imbued understanding in 4 (or perhaps 5) important areas (Cores) that are the starting point for all later conceptual development
Core Knowledge
| Spelke, Carey, Baillergeon
78
Readily apparent in all cultures (Universality)
Emerges “early” in life with no (or at least minimal) formal instruction.
Are domain-specific and modular in nature (Limitations)
Are present in a limited form in our evolutionary relatives
characterisitics of core knowledge
79
Limitations in what theory????:
No special knowledge about ecologically important categories like food or cultural artifacts.
Can only represent a few items at time (~3).
Core knowledge, specifically objects
80
The Child as a Limited-Capacity Processing System (i.e., a computer)
INformation processing theories
81
undergoing continuouis cognitive changes?
INFO PROCESSING theory
82
Important changes are viewed as constantly occurring, rather than being restricted to special transition periods between stages.
Cognitive growth is viewed as typically occurring in small increments rather than abruptly.
info processing theory
83
how many assumptions in I.P. theories?
4
84
Sensory Inputs are represented and encoded into Symbols that are processed by the cognitive system.
assumption in I P theory
85
Cognition is the result of a few basic elements
assumption in I P theory
86
These elements can interact with each other in complex ways.
assumption in I P theory
87
Children are active problem solvers and will modify strategies from previous attempts to achieve a goal.
assumption in I P theories
88
Information retained on an enduring basis
long term memory
89
Workspace in which information from the environment and relevant knowledge are brought together, attended to, and actively processed
working memory
90
Sights, sounds, and other sensations that are just entering the cognitive system and are briefly held in raw form until they are identified
sensory memory
91
_____ ______ involves control of cognition
executive functioning
92
________ _________Inhibiting tempting, counterproductive actions
Enhancing working memory through use of strategies
Being cognitively flexible
executive functioning
93
______ ______ increases during preschool and early elementary years.
executive functioning
94
People encode information that draws their attention or that they consider important.
Children do not encode all of the important information in the environment.
process known as?
encoding
95
The speed with which children
execute basic processes increases greatly over the course of childhood.
Biological maturation and experience contribute to increased processing speed.
Two of these biological processes include myelination and increased connectivity among brain regions.
process known as?
processing speed
96
what I P theories strategies emerge by age 5-8?
Rehearsal: Process of repeating information over and over to aid memory
Selective attention: Process of intentionally focusing on information that is most relevant to the current goal
97
______ ______ Strategies are another major source of learning and memory development.
mental strategies
98
Most adults remember nothing that occurred before the age of three years (infantile amnesia).
Verbal encoding, conversations with parents, and physiological maturation seem likely to be involved in the ending of infantile amnesia.
With age and experience, children's long-term memories of their experiences becomes increasingly detailed and accessible.
explanations of memeory dev. also known as content knowledge
99
Children are active problem solvers
I P theories
100
at any one age, children use multiple strategies; that with age and experience, they rely increasingly on more advanced strategies (the ones with the higher numbers); and that development involves changes in use of existing strategies as well as discovery of new approaches.
overlapping waves model
