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CT: Clinical Developmental and Health Psychology > Infant cognition > Flashcards

Infant cognition Flashcards

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1
Q

why study infants?

A
  • Human adults are capable and intelligent, infants can do almost nothing, how did they get there?
  • Early development lays the foundation for later life outcomes:
  • Malnutrition -> chronic disease, obesity
  • Early trauma has cascading effects in later
    formation of social relationships
  • Developmental disorders: autism, adhd, dyslexia
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2
Q

what are the critical days

A

1001 critical days: fast growth processes, in the brain and elsewhere. infants are sensitive to learning, for good or for bad. early intervention and prevention are more effective than later interventions

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3
Q

sensori-motor stage:

A
  • learning to move limbs
  • learning to grasp
  • learning to crawl and walk
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4
Q
  • understanding development leads to better understanding of adult performance
  • early development is very important for later outcomes, health, happiness, income
A

oke

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5
Q

wat is lastig aan infant research

A
  • difficult
  • expensive
  • time consuming
  • small sample sizes
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6
Q

standardized tests voorbeelden

A
  • bayleys scales of infant development (motor development, grasping, manipulating objects, attention, pointing, naming objects)
  • Infant Behaviour Questionnaire (IBQ) (measuring temperament)
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7
Q

wat is lastig aan standardized tests

A
  • cumbersome, time consuming
  • requires much training
  • parent measures are not measuring the infant
  • sometimes not very reliable
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8
Q

visual preference method

A

infants show systematic preferences for faces, complex and new stimuli

assumption: longer looking time is more preference/interest, being able to distinguish stimuli

looking times can be used to study the development of perceptual and cognitive abilities (what do they perceive at what age, what do they know at what age)

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9
Q

habituation-dishabituation

A
  • same-different learning
  • approximate number systems
  • what will infants pay attention to?
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10
Q

vanaf wanneer kan je visual acuity zien in infants

A

develops almost completely before 3 months

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11
Q

habituation-dishabituation=

A
  • repeated presentation of the same stimulus
  • looking time (attention) decreases -> habituation
  • looking time increases again upon presentation of a noval stimulus (dishabituation)
  • novel stimulus (an opportunity to learn)
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12
Q

looking behaviour in visual preference method and habituation measures are unreliable

A
  • distracted
  • bored
  • tired
  • interpretation is ambiguous (looking time hoger = meer interesse?)
  • no clear measure of understanding
  • novelty preference (dus niet perse meer geinteresseerd, maar van nature meer aangetrokken tot novelty)
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13
Q

3 ways to measure attention

A
  1. EOG (electric measures of eye movements)
  2. eye tracking
  3. physiological measures (heart rate, EEG, ERP, fMRI, fNIRS, marker tasks)
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14
Q

eog=

A

Electrooculography

not very accurate, problems with artifacts. you also only measure movements, not position

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15
Q

eye tracking technique

A
  • use a light to illuminate the eye (infrared, invisible)
  • use of a camera to film the eye
  • use an algorithm to detect the corneal reflextion, the iris and determine the eye gaze position
  • raw eye tracking data: every 1,2,5 ms gaze position
  • data needs to be processed into fixations and saccades
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16
Q

fixations=

A

relatively stable position

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17
Q

saccade=

A

fast movement to a new location

18
Q

measures =

A

fixation durations, fixtion locations, fixation shifts (saccades)

19
Q

eye tracking history

A

Yarbus studies gaze patterns: what do gaze patterns look like depending on the instructions they are given?

20
Q

summary

A
  • standardized tests are often subjective (parent reports), cumbersome to administer and/or unreliable
  • studying infants directly: looking behaviour provides a window into the infant mind, VPC, habituation, basic processes related to complex cognitive processes and their development
  • early methods: manual scoring and determination of gaze position are interesting but still unreliable
  • eye tracking offers much more data (high frequency measurements) and more precise/reliable data
21
Q

eye movements

A
  • eye movements are essential for studying cognitive development in infants
  • eye movement get under voluntary control early on
22
Q

infant attention development

A
  1. alterness, wake-sleep cycles
  2. spatial orienting (engagement, disengagement, shifting)
  3. object attention
  4. endogenous control
23
Q

gap attention shifting =

A
  • initial stimulus at the center
  • gap condition: central stimulus disappears, target appears
  • overlap condition: target appears, central disappears after some time
  • difference between gap and overlap conditions
  • infants become faster
  • at risk children have trauble at 14 months
24
Q

covert vs overt attention

A

Covert attention refers to mentally focusing on something without moving your eyes toward it, while overt attention involves physically directing your gaze to the object of focus.

25
Q

attentional prioritizations hypothesis

A

suggests a two-stage selection process comprising an automatic spatial gradient and flexible strategic (prioritization) selection. The combined attentional priorities of these two stages of object-based selection determine the order in which participants will search the display for the presence of a target.

26
Q

attentional competition between features

A
  • color, orientation, edges, motion, contrast
  • saliency differences
27
Q

what is the effect of object based attention

A
  • processing is facilitated
  • faster/earlier processing of the relevant information
28
Q

what is the relationship between SES and visual attention

A
  • visual attention depends on experience, more experience makes for easier processing
  • SES is known to be related to the richness of the environment
29
Q

object attention in de Werchan studie

A
  • contrast features with object matches
  • prime presented followed by differently matched pair of test items
  • where do you expect faster looking?
  • use of eye-tracker to have precisely determined dependent variables
30
Q

kijken naar deze slides

A

alright

31
Q

object match=

A

hetzelfde object maar net iets anders (andere appel, andere auto)

32
Q

form match=

A

ongeveer dezelfde vorm, maar niet hetzelfde object (driehoek en pizzapunt, roos en sleutel)

33
Q

motion match=

A

in dezelfde richting draaien

34
Q

color match=

A

zelfde kleur duhh

35
Q

gap-overlap task is used to…

A

measure speed (gap) and disengagement (overlap-gap).

performance is correlated with ASD diagnosis later on

36
Q

object-based attention vs feature based attention

A

object-based attention grows during the first year of life at the cost of feature based (saliency) attention
- object-based attention needed for word learning
- SES determines may influence the speed of this development

37
Q

attentional processes/eye movements associaties

A
  • ADS (gap-overlap), ADHD
  • attentional biases, eg related to addiction
  • implicated in ptsd, hypervigilance-avoidance
38
Q

dishabituation is…

A

renewed interest in a novel object

39
Q

eye movements are one of the first behaviours…

A

that come under voluntary control of the infant

40
Q
  • We can predict ASD from eye-movements
  • Object attention related to SES
  • Both of these potentially related to self-regulatory processes
A

oke

41
Q

free viewing =

A

sit back, relax. view pictures for 8 seconds per picture. study basic features of attentional allocation: when and where are the infants looking?

  • identify fixations and saccades
  • calculate the direction of the saccades
  • fixation durations decrease
  • saccade amplitused decrease
  • horizontal bias
  • central bias
  • decreasing fixation with age
  • typical skewed distributions of durations and lengths
42
Q
A

CT: Clinical Developmental and Health Psychology (21 decks)

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