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Dev Psych > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

________: automatic, involuntary responses to specific types of stimuli that are present at birth.

A

Neonatal reflexas

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2
Q

with sudden movement downward (falling) the infant will spread arms out and then inward (hugging themselves).

A

Moro reflex

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3
Q

spread toes when you run your hand up the side of their foot.

A

Babinski reflex

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4
Q

step when held upright

A

Stepping reflex

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5
Q

when you brush their cheek, will orient toward the side that was brushed.

A

Rooting reflex

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6
Q

1-2 months a baby does what?

A

Lifts head

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7
Q

2-4 months a baby does what?

A

Prone, chest up, uses arms for support

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8
Q

2-5 months a baby does what?

A

rolls over

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9
Q

4-7 months a baby does what?

A

Sits without support

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10
Q

8 months a baby does what?

A

Crawls

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11
Q

4-9 months a baby does what?

A

Pulls to stand

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12
Q

7-12 months a baby does what?

A

walks with assistance: cruising

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13
Q

11-14 months a baby does what?

A

Walks

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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

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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

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16
Q

What did Ester Thelan discover?

A

discoveries about

rhythmical stereotypic movements (RSM):

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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
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18
Q

_______ kicking has the same form as newborn stepping reflex

A

RSM

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19
Q

The ______ tells Thigh muscles contract then calf muscles contract then release, etc. etc.

A

CPG

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20
Q

Patterns in gross and fine motor development are determined as the brain matures and different pattern generators come “online”

A

CPG

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21
Q

Problem with CPG?

A

The “stepping reflex” disappears

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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.

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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

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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

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25
Q

Involves the sharpness of visual discrimination
Develops rapidly
Can be estimated by comparing how long infant looks at research patterns

A

Visual acuity

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26
Q

Infants looking at faces:

A

Infants also look longer at faces that adults find more attractive than those adults rate as less attractive.

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27
Q

Infants very quickly develop a preference to focus on areas of a face important for communication, this is known as:

A

Visual scanning

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28
Q

What it ORE?

A

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

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29
Q

The brain infers depth from 2-D depth cues on the retina and from past experience

A

The classical view

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30
Q

The brain directly perceives depth in the way that 2-D images move on the retina.

A

Gibsonian view

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31
Q

A mathematical relationship in
the flow of stimulation
on the retina

A

Invariant property

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32
Q

A fit between an aspect of the environment and the organism

specifying action

A

affordance

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33
Q

We use _____ ______ to perceive _______.

A

invariant properties, affordances

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34
Q

Looming is an example of

A

We use invariant properties to perceive affordances.

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35
Q

“collision is imminent”

A

affordance

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36
Q

symmetrical expansion

A

invariant property

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37
Q

asymmetrical expansion

A

invariant property

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38
Q

“pass-by”

A

affordance

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39
Q

At 3 months, will discriminate between a looming panel and a looming window.
This is called:

A

infant depth perception

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40
Q

Gibson and Walk (1960)

A

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.

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41
Q

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

A

karen adolph

42
Q

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

A

scale errors

43
Q

Founder of the CONSTRUCTIVIST perspective in Cognitive Developmental research

A

Jean Piaget

44
Q

A focus on how children think and understand the world rather than what they know.

A

Constructive perspective

45
Q

Recalling Static images
Recall gives us the past.
Recognition is not thinking.

A

Figurative thinking

46
Q

Moving images and ACTION

Gives us the future
Mental operations

A

Operative thoughts

47
Q

Definition: mentally representing an action (or concept) and mentally reversing the action in one of 2 ways:

A

Mental operations

48
Q

An action and its opposite

Adding and Subtracting

A

Negation reversibility

49
Q

One action accounting for another

A

Compensation reversibility

50
Q

putting together liquids

A

accomodation

51
Q

putting together objects

A

assimiliation

52
Q

putting together taking apart

A

equilibration

53
Q

what does thinking develop from?

A

actions

54
Q

12 to 18 months

in reference to thinking

A

figurative

55
Q

18 to 24 months in reference to thinking

A

representing actions

56
Q

7 to 11 years in reference to thinking

A

reversibility

57
Q

JP sensory motor stage happens when?

A

0-2 mths

58
Q

JP pre-operational stage happens when?

A

2-7 months

59
Q

JP concrete operational stage happens when?

A

7-11 mnths

60
Q

JP formal operational stage happens when?

A

11-14 months

61
Q

How many sub stages are in the sensory-motor stage?

A

6

62
Q

What are the 6 sub stages to sensory motor stage?

A 
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
Q

The knowledge that something exists, even when you cannot see it.

A

object permanence

64
Q

Evident for object permanence?

A

children in sub stage 3 will let go of object when its occluded.

65
Q

Either negation or compensation, not both

what stage?

A

Concrete operartional

66
Q

Negation and Compensation
simultaneously, on hypotheticals.
what stage?

A

formal operational

67
Q

Vygotsky’s Sociocultural Theory of Cognitive Development

A

Children are social learners.

Contextual rather than Universal patterns of development.

68
Q

Social interaction

Guided participation

A

Core concepts in sociocultral theory

69
Q

intersubjectiveity and social scaffolding

A

sociocultral analyses of change

70
Q

the social rule of learning

A

intersubjectivity

71
Q

the process through which social partners focus on the same external object, underlies the human capacity to teach and to learn from teaching.

A

joint attention

72
Q

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

A

scaffolding

73
Q

Active experience with environment leads to recognitions of regularities which are generalized into broader concepts
Active Learning and Social transmission

A

empiricism

74
Q

A collection of special-purpose brain mechanisms that have an evolutionary benefit
Biological Inheritance and Universality.

A

nativism

75
Q

The brain might consist of a few (or many) mechanisms that are innately imbued.
Present at birth (or shortly after)
Experience-Expectant Processes?

A

modularity

76
Q

Induvial Modules handle only very specific tasks with a small range of possible inputs and outputs.
Operate Independently of one another

A

domain-specificity

77
Q

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

A

Core Knowledge

Spelke, Carey, Baillergeon

78
Q

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

A

characterisitics of core knowledge

79
Q

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).

A

Core knowledge, specifically objects

80
Q

The Child as a Limited-Capacity Processing System (i.e., a computer)

A

INformation processing theories

81
Q

undergoing continuouis cognitive changes?

A

INFO PROCESSING theory

82
Q

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.

A

info processing theory

83
Q

how many assumptions in I.P. theories?

A

4

84
Q

Sensory Inputs are represented and encoded into Symbols that are processed by the cognitive system.

A

assumption in I P theory

85
Q

Cognition is the result of a few basic elements

A

assumption in I P theory

86
Q

These elements can interact with each other in complex ways.

A

assumption in I P theory

87
Q

Children are active problem solvers and will modify strategies from previous attempts to achieve a goal.

A

assumption in I P theories

88
Q

Information retained on an enduring basis

A

long term memory

89
Q

Workspace in which information from the environment and relevant knowledge are brought together, attended to, and actively processed

A

working memory

90
Q

Sights, sounds, and other sensations that are just entering the cognitive system and are briefly held in raw form until they are identified

A

sensory memory

91
Q

_____ ______ involves control of cognition

A

executive functioning

92
Q

________ _________Inhibiting tempting, counterproductive actions
Enhancing working memory through use of strategies
Being cognitively flexible

A

executive functioning

93
Q

______ ______ increases during preschool and early elementary years.

A

executive functioning

94
Q

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?

A

encoding

95
Q

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?

A

processing speed

96
Q

what I P theories strategies emerge by age 5-8?

A

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
Q

______ ______ Strategies are another major source of learning and memory development.

A

mental strategies

98
Q

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.

A

explanations of memeory dev. also known as content knowledge

99
Q

Children are active problem solvers

A

I P theories

100
Q

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.

A

overlapping waves model

Dev Psych (4 decks)

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