Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Child Decelopment > Intro > Flashcards

Intro Flashcards

1
Q

Where does knowledge come from: Plato

A

Innate knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Where does knowledge come from: Aristotle

A

All knowledge comes from experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Locke (1960s): empiricist

A

He relied on observation and experimental to determine the truth about something

Tabula rasa: children born with a blank mind, they learn through social interaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Rousseau (1979s)

A

Noble savage: innocent child corrupted by the society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Nature - Nativist theories

A

The role of genetics in forming our behaviour, our personality or any other part of ourselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Nurture: empirists

A

The role of family, society, education and other social factors in forming our behaviour, our personality or any other part of ourselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Darwin (1870s): baby biographies

A

Intensive studies of individual children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Study of children

Hall (1890s): large-scale norming studies (questionnaires, etc)

A

Mechanisms proposed

Genetics, with development unfolding automatically (flower

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Freud and Erikson (1900s)

A

Resolution of conflict between biological drives and social expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Watson (1920s): behaviourist approaches

A

Learning, particularly punishments and rewards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Piaget, Vygotsky, etc: experimental

A

Piaget (1930-): cognitive stages

Vygotsky (1930-): zone of proximal development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Ontogeny: Development of an organism during its lifetime

A

Continuous: progression

Discontinuous: developmental stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How do we refer to age?

A

Years;months.days

Months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the issues we might face when testing children?

A

Language limitations

Attention span

Trust

Rapport: understanding between

Their agenda

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Usual adult methods

A

Questionnaires / interviews

Tasks (like what?)

Psychophysical measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Continuous development

A

Change that occurs at a steady pace, perhaps showing a constant, consistent improvement or growth

17
Q

Discontinuous development

A

Change that occurs in what appear to be great bursts of achievement following a period of steady consolidation of perhaps knowledge or skill

18
Q

Marshmallow test: Mischel & Ebbesen (1960)

A

A measurement of delayed gratification

The children who waited for reward tend to have better life outcomes:
Academic achievement
Body Mass Index

19
Q

A follow-up brain imaging study in 2011 found different levels of activation in the original groups when trying to resist temptation (Marshmallow test)

A

Delayers – Prefrontal cortex (planning, decision making)

Gratifiers – Ventral striatum (addiction)

20
Q

Considerations for research with children

A

Suitability of the task / question / language: Measuring maths abilities with 7-year-olds vs 17-year-olds

Suitability of test environment: lab, school, home?

Test situation: Power differential, Aiming to please adults?

Tracking abilities across age: Longitudinal, Cross-sectional?

21
Q

What can infants do?

A

Make faces

Suck on a pacifier/dummy

Look at things

(Psychophysical changes)

22
Q

Pacifier Sucking Rates: Eimas (1985)

A

Demonstrated that 2-month-old infants can discriminate a wide range of phonemes

Sucking rates were measured while listening to phonemes

Initially rates are high, before slowing: habituation

Rates would increase when a novel phoneme (e.g., /ba/) was then introduced

23
Q

Infant looking behaviour

how?

A

Following

Boredom

Preference

1st look

24
Q

Infant looking behaviour – Following

A

Newborns more likely to follow face-like images

25
Q

Infant looking behaviour – Boredom: Habituation/dishabituation paradigm

A

Show something until they get bored

Show them something new

26
Q

Infant looking behaviour – Preference

A

Show two things, see which they prefer

At 1 month, ‘recognise’ face seen before

27
Q

Visual Recognition Memory: visual paired-comparison task (VPC)

A

Widely used with infant populations

Also used with non-human primates

28
Q

Infant looking behaviour – surprise (Violation of Expectation)

A

Babies are surprised to see unexpected things

29
Q

Infant looking behaviour – where?

A

Using eye-tracker, can tell where infant is looking

They tend to look at faces over objects

30
Q

What can older infants do?

A

Imitation

Communication (pointing, language)

Child Decelopment (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions