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FINAL Flashcards

1
Q

How did Hayne, Rovee-Collier, & Borza (1991) examine infants’ memory for place information?

A

They studied how infants remembered the locations where they learned tasks, emphasizing context in memory recall.

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2
Q

What findings were reported by Canfield & Haith (1991) concerning infants’ memory capacity?

A

They found that infants could remember sequences of up to three items, indicating developmental differences in memory capabilities.

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3
Q

How do infants use procedural memory in the context of the mobile game?

A

Infants remember how to kick to activate the mobile, demonstrating procedural memory in their learning process.

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4
Q

How is working memory defined and what are its essential characteristics?

A

Working memory is the temporary storage and manipulation of information, characterized by limited capacity and duration.

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5
Q

How did Rovee-Collier & Sullivan (1980) test infants memory specificity?

A

They trained infants with one mobile and tested them with either the same or a different mobile after various delays.

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6
Q

How does the retention interval affect the retention ratio in infants?

A

Longer retention intervals generally result in lower retention ratios, indicating memory decay over time.

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7
Q

How do infants demonstrate their ability to remember past events?

A

They engage in learned behaviors, such as kicking to activate a mobile, indicating retention of memory from previous experiences.

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8
Q

How might infantile amnesia be explained in the context of memory construction?

A

It may result from the inability to effectively integrate early memories into coherent knowledge structures as children develop.

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9
Q

How did Adler & Haith (2003) test for specificity of expectations in infants?

A

They presented infants with consistent color patterns on one side versus varied patterns on the other to see if specific expectations formed.

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10
Q

What age differences in working memory capacity were observed by Canfield & Haith (1991)?

A

2-month-olds struggled with a 2-1 sequence, while 3-month-olds could handle it, illustrating developmental progression.

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11
Q

What impact does attention have on memory retention according to Adler et al. (1998)?

A

Increased attention leads to enhanced retention of the target, indicating a strong relationship between attention and memory.

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12
Q

What example illustrates the concept of working memory in infancy?

A

Remembering a number from a phone book demonstrates the functioning of working memory in toddlers.

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13
Q

How does operant conditioning relate to long-term memory in infants?

A

It establishes a connection between behavior and reinforcement, influencing memory retention over time.

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14
Q

What are the key differences between nonreinforcement and reinforcement?

A

Nonreinforcement serves as a baseline for comparison, while reinforcement promotes learning and memory retention.

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15
Q

In what ways do these studies challenge Piagets view of infants?

A

The findings suggest infants possess greater cognitive abilities and can recall information more competently than Piaget proposed.

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16
Q

How does memory specificity manifest in very young infants?

A

They remember specific details of stimuli, including perceptual and contextual information from their experiences.

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17
Q

What role does memory modification play in the accuracy of infant memories?

A

Memories can be adjusted through new experiences, which may lead to inaccuracies, potentially causing infantile amnesia.

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18
Q

What are the key mechanisms involved in information processing and memory?

A

Information flows through cognitive processes including encoding, storage, and retrieval before generating a response.

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19
Q

What specific details did Adler & Rovee-Collier (1994) focus on in their study of infant memory?

A

They examined infants memory for perceptual details such as shapes (Ls, Ts, +s).

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20
Q

What is suggested by the notion of constructive memory in infants?

A

Infants memories are influenced by their prior knowledge and context, which can lead to inaccuracies in recalling memories.

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21
Q

What implications do Rovee-Collier & Sullivans (1980) results have on the understanding of infant memory?

A

Their results indicate that very young infants possess specific memories rather than just general procedural ones.

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22
Q

What types of memory are classified under declarative memory?

A

Episodic (memory for specific events) and semantic (general knowledge) memories.

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23
Q

How does the Visual Expectation Paradigm (VExP) work?

A

It assesses how infants learn sequences and anticipate future locations of presented images.

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24
Q

What did Gilmore & Johnson (1995) find regarding eye movements and working memory in infants?

A

They found that 6-month-olds could orient to targeted locations after short delays, but not longer ones.

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25
What findings did Adler et al. (1998) discover using a pop-out display?
Infants remembered the pop-out target significantly longer compared to non-targets, confirming attention’s role in memory.
26
What were the findings of Hartshorn, Livolsi, & Rovee-Collier (1995) regarding infant memory retention?
They found that infants retain learned behaviors associated with mobile interaction over increasing intervals up to 18 months.
27
What is the Mobile Conjugate Reinforcement Paradigm?
A testing procedure used to study infant memory involving a mobile that moves based on the infants kicking behavior.
28
What impact does temporal decay have on working memory in infants?
Temporal decay leads to a decline in the ability to recall information over extended delays.
29
What is the distinction between procedural and declarative memory?
Procedural memory involves skills and tasks (implicit), while declarative memory involves specific facts and events (explicit).
30
What were the anticipated outcomes of the constant vs varied color pictures in Adler & Haith (2003)?
Infants were expected to show different anticipation levels based on whether they had consistent versus varied visual cues.
31
measuring memory in infancy
- habituation: decrease in response to familiar stimulus in response to novel stimulus presented - novelty preference: infants prefer novel stimulus over a familiar stimulus - operant conditioning: trained behaviour associated with rewarding event - deferred imitation: infants repeat action modelled by experimenter
32
kinds of memory
- autobiographical: memory for events of your life - short term: limited memory that lasts only few moments - long term: unlimited memory lasting indefinitely - episodic: memories for events - semantic: memory for facts
33
ways of measuring categorization in infancy
- habituation: decrease in response to stimuli from same category, increase to novel stimulus from new category - operant conditioning: training behaviour associated with series of rewarding events - generalized imitation: infants generalize action modelled by experimenter to new instance within category - sequential touching: when presented with collection of items infants touch in succession items from 1 category before touching items from other category - EEG methods: differences in brain waves to different categories of images
34
language and communication
- intersubjectivity: understanding they share thoughts and feelings with other people - proto-conversations: back to back interactions, set stage for later conversations when acquire 1st words - gaze-following: 6-9 months, turn head to see where caregiver is looking
35
components of language
- phonemes: smallest units of sounds a language used to create meaning ( b vs p-> bin pin) - morphemes: smallest unit of meaning (un in unkind) - syntax: rules for combining and ordering categories of words into sentences or grammar (A greeted B vs. B greeted A) - pragmatics: rules about how and when to use language (irony, sarcasm, how to engage)
36
nativist theory
- children born with grammatical knowledge such as language acquisition device allowing them to easily acquire language - lean heavily on nature by positing innate representations of language structure - language learning is guided by skills specific to language
37
behaviourism
- language is explained by reinforcement of desired behaviour - embrace environment role in language learning, no mental representation present at birth - general skills recruited for language learning
38
connectionism
- language learning emerges from neural structures and language input - biological and experience with language input account for language acquisition
39
statistical learning
- infants extract regularities in the language input - biological and experience with language input account for language learning
40
social interaction
- language is communicative and social, children use social interactions to aid their language
41
milestones of infant language development
0-3 months: orients to speech, cooing 3-7 months: discriminates speech sounds from all languages, simple babbling 8-12 months: speech perception narrows to those in infants native language, receptive continues to develop, repetitive babbling 12-18 months: receptive vocab grows, understand simple questions, 2 word combinations 18-24 months: can understand more complex sentences, 2nd word combination or multiple word formed 2-3 years: understand longer and complex sentences, mosts peak 2-3 word phrases
42
affect vs. emotion
affect: general feeling that is positive or negative emotion: internal response about something specific or some change in environment
43
ways to assess emotions
- subjective feelings or thoughts: self report, asking how someone feels - behavioural changes: facial expressions, vocalizations - physiological changes: heart rate changes, sweating, brain responses
44
development of emotional expression
- happiness: 1.5-2.5 months, social smile, 2-5 months laughter - anger: 4-6 months, neg affect when goal blocked - sadness: 4-6 months, neg affect when mother attention lost - fear: 8-12 months, neg affect in response to stranger - disgust: 3-12 years, rejection of specific foods
45
development of emotion understanding
3-6 months: discrimination of different categories of stereotypical emotional facial expressions 7 months: preference or bias to look at fearful faces 5-7 months: matching voice and face of stereotypical emotion categories 12 months: social referencing or using the emotional expression of others to influence ones own behaviour 18 months: recognizing emotional expression of others as cause or consequence of their behaviour
46
biological motion
infants prefer things that move like people
47
self-prepelled motion
ability to move independently through space
48
prosocial behaviour
helping, sharing or intended to benefit others
49
strange situation
- Ep.1: caregiver and infant present, they play together - ep.2: caregiver, infant and stranger present, stranger enters room and plays with infant - ep.3: infant and stranger present, parent leaves room -ep.4: caregiver and infant present, parents return and stranger leaves the room -ep.5: infant present, parent leaves infant alone in room -ep.6: infant and stranger present, stranger returns to room -ep.7: caregiver and infant present, parent returns and stranger leaves the room
50
attachments
- securely attached: played happily when mother in room, distressed when left, comforted when back - avoidant: played happily when mother in room, didn't notice when left or came back, indifferent to presence - anxious/resistant: don't play happily in lab, clung to mother, incredibly upset when left, not comforted when came back - disorganized: mix of approach and avoidance responses to mother and experimenter
51
What is unique about human language development?
Language is considered uniquely human, with an evolutionary foundation. However, some research suggests other animals, like bats, may have forms of language.
52
What arguments exist against a purely genetic explanation of language?
The ability to create novel phrases and the variety of languages and grammatical structures suggest that language development is not purely genetic.
53
How does age affect English grammar acquisition?
Research shows that grammar acquisition declines with age. Native learners score highest, followed by those who learn between 3-7 years old, with significant drops in ability after 17.
54
How do auditory processes develop in infants?
Newborns hear low frequencies better. By six months, they can hear higher frequencies as well as adults. Sensitivity improves until age 10, but high-frequency hearing stops improving after 4-5 years.
55
What auditory discrimination abilities do infants have?
By six months, infants can distinguish tones differing by just 2% in frequency. They can also differentiate complex sounds, detect changes in music melody and rhythm, and recognize lullabies vs. adult songs.
56
Why is auditory localization important for language?
Auditory localization helps infants match sounds to people and objects. Newborns turn their heads toward sound sources, especially human voices, but their ability is influenced by head growth.
57
How do infants perceive speech sounds?
Infants must learn to break continuous speech into phonemes, syllables, words, and phrases. Phonemes are the smallest units of sound that change meaning.
58
What is categorical perception in infants?
Infants can distinguish between different phonemes based on voice-onset time (VOT). Studies show that even at one month, infants can tell the difference between similar sounds like /b/ and /p/.
59
What is the significance of phonemic discrimination?
Infants initially recognize all phonemes but lose the ability to discriminate unused phonemes by 6-12 months. For example, Japanese infants can initially distinguish /r/ and /l/, but lose this ability without exposure.
60
When do infants start using gestures?
Around 8-10 months, infants use gestures for requests. By 11-12 months, they use gestures to indicate objects and events, eventually transitioning to speech.
61
When do infants start saying words?
First words appear between 9-16 months, often in context (e.g., 'no' for rejecting an object). Over time, words become decontextualized and generalized.
62
What is lexical development in infants?
Vocabulary grows rapidly once speech begins. By 18 months, infants can produce about 50 words and understand around 100.
63
What are common errors in first word usage?
Overextensions (e.g., calling all men 'Daddy') and underextensions (e.g., using 'Duck' only for a toy duck) are common in early speech.
64
How do infants form early word combinations?
Around age 2, infants start combining words, often omitting small words ('Mommy apron'). They follow rules like pivotal combinations ('More milk') and categorical combinations ('Mommy sock').
65
How does grammar develop in early speech?
Even simple two-word sentences follow rules. As speech grows, children use 'telegraphic speech,' leaving out small words like 'a' and 'the'.
66
social and emotional development
- characterized by dyadic relationship - caregiver-infant interaction - bidirectional
67
ethological theory
- evolutionary process - infant promotes caregivig by its behaviours - caregiver has innate sense of caregiving
68
learning theories
- socialization - bi-directional - reinforcement
69
cognitive developmental theories
- internal working models to interpret behaviour and predict them - vygotsky: careciver directions social learning then allows child to lead
70
crying
- crying provided information to motion about condition - caregiver must be bale to discriminate the cries
71
attachment: birth-2 months
- indiscriminate social responsiveness: repond positive to anyone - newborns prefer mothers face and smell
72
attachment: 2-7 months
- discriminate social responsiveness - internal working model develops - social referencing develops
73
attachment: 8months-2years
- focused attachment - stranger anxiety - separation protest
74
attachment determinants
- maternal responsiveness - infants temperament
75
emotions
- to have emotional interaction, must discrimibare affective expressions - 6 weeks cant discriminate - end of first year use info about others expression to regulate own behaviour
76
temperament
- basic personality traits - strong genetic component - easy baby: regular patterns - difficult: irregular - slow to warm up: adapts poorly at low intensity
77
2 components of parental styles
- warmth - control
78
parenting styles
- authoritative: warmth and control, positive impacts - permissive: warmth and no control, immature - indifferent: no warmth or control, disobedient - authoritarian: no warmth, high control, demanding
79
function of infant development
- max energy intake to fuel development - energy budget - once limitations overcome, cognitive advancement and socialization are possible
80
research methods with infants
- preferential looking - habituation - novelty-preference - visual scanning and eye movements - reaching - VEPs
81
how teratogens act
1. genetic sensitivity 2. temporal sensitivity 3. effect specificity 4. severity 5. method of access 6. dosage effects
82
prenatal learning
- suck pacifier to hear mothers voice over stranger - fetus learn prosody
83
motor progression
- proximodistal: close to body - cephalocaudal: head to foot

Infancy (3 decks)

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