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Developmental Year 2 > Lecture 2- Perceptual Development in Infancy > Flashcards

Lecture 2- Perceptual Development in Infancy Flashcards

1
Q

What ages are infancy?

A

0-2

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2
Q

Define Reflexes

- purpose, reveal?****

A

Automatic responses triggered by specific, relatively localised stimuli

  • innate (unlearned)
  • automatic
  • survival function (crying = protection)
  • Basis for further development
  • Reveal the health of the nervous system - if reflexes arent there, they may not have healthy neuro pathways
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3
Q

When does the eye blink reflex dissapear?

A

Never

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4
Q

Outline the rooting reflex, and when it disappears

****

A
  • stroking cheek, baby turns head getting ready to feed
  • evolutionary function - nipple means they feed straight after
  • Stops after 3 weeks - important for early feeding
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5
Q

When does the sucking reflex dissappear?

A

Never

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6
Q

When does the swimming reflex dissappear? ***

A

4-6 months

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7
Q

Outline the moro reflex and when it disappears**

A
  • Startle reflex, fling arms out wide
  • Survival function - trying to grab parents
  • 6months
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8
Q

When does the palmar grap reflex disappear?**

A

3-4 months

  • good for building relationships
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9
Q

Outline the tonic neck reflex and when it disappears**

A

WHen head faces certain way, the arm and leg on that side extend - look like a fencer
- 4 months

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10
Q

Outline the stepping reflex and when it disapears**

A

helps future skills

- 2 months

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11
Q

Outline the babinski reflex and when it disapears

A

Toes fan out then curl after bottom of feet is stroked

- 8-12 months

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12
Q

Outline all the reflexes - there are 9

*****

A
  1. Eye blink -permanent
  2. Rooting - 3 weeks
  3. Sucking - permanent
  4. Swimming - 4-6 months
  5. Moro - 6 months
  6. Palmar Grasp - 3-4 months
  7. Tonic Neck - 4 months
  8. Stepping - 2 months
  9. Babinski - 8-12 months
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13
Q

If reflexes are still present when they should have gone, what does it show?

A

Development delays and problems - e.g. may have cerebral palsy

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14
Q

What are the 5 methods of studying infants?****

A 
They cant talk, so how can we study their perception?
•Looking
•Reaching
• Turning
• sucking
• facial expression
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15
Q

What are limitations of studying infants? 5 things ****

A 
X - may get upset
X - may fall asleep
X - can only infer, dont know for sure
X - no consent
X - Easily distracted
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16
Q

Outline Fantz (1958) Preferential Looking chamber

A
  • Tests where an infant is looking and for how long
  • Uses eye tracking
  • Systematically swap each side to avoid bias
  • infants fixate on familiar stimuli
  • and stimuli with multiple sense that match
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17
Q

Outline the habituation method

A

Show them an image/ stimuli until they get bored

  • then show them a second image
  • if they think it is the same, the wont start at it
  • but if it is new they will stare at it longer
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18
Q

Outline Event related potentials as a method of studying infants*****

A
  • Monitor brainwaves to see if they discriminate 2 items

- If they perceive the two things as different, the brain waves will be different

19
Q

Outline High Amplitude sucking

  • DeCasper and Fifer (1980)
A

DeCasper and Fifer (1980)
- Show two images, each one stays up as long as they are sucking, They suck harder and faster if they like something, to keep it on screen longer

20
Q

When can babies imitate?

A 
From birth (Meltzoff & Moore, 1977
- its quite advanced, as they need to be able to remeber and produce the gestures
21
Q

Outline Taste perceptions in new borns

*****

A

They have 4 basic tastes: Sweet, sour, bitter, salty

  • cannot discriminate salt until 4 months - dangerous
  • prefer sweet - e.g. breast milk
  • Neophobia - fear of consuming new foods
22
Q

When do taste buds develop in the gestation in the womb?

A

7-8 weeks - except salt

23
Q

When does exposure to flavours first occur

- Manella et al (2001) - carrot juice

A

in the womb

  • when mother drank loads of carrot juice whilst pregnant, the infant showed a preference for it when born (Manella, Jagnow & Deauchamp, 2001)
  • mothers diet is very influential, including how breast milk tastes
24
Q

Outline Steiner’s research into flavour perceptions

- waters

A

Different tasting waters produced different facial responses

25
Q

Outline Smell perception in new borns

A
  • Linked to taste
  • can detect nice and bad smells
  • recognise mothers smell at 4 days, like it the most
  • Prefer smell of lactating women to non-lactacting (evolutionary), prefer smell of mothers milk the most
  • prefer smell of breast millk over formula milk
26
Q

Outline touch perception in new borns

** tempeature (Pratt)

A
  • Sensitive to temperature (Pratt, 1954) - recognise changes
  • Questions about if newborns can feel pain - and at which point this comes about - they can yes
    • because of their distress at injections
  • Soothing - relationship with mum is soothing
  • Explore the world with touch - helps them learn
27
Q

Outline sight perception in new borns

A

Worst sense at birth - as they never used it in the womb
- Very blurry acuity - but by 1 year, its adult levels
•Optimal is 20/20, they have 20/400-800
- Can track slow objects
- See colour, but not the best at distinguishing
- Rapid development at 2 months
- first place to start social interaction but

28
Q

Outline Depth Perception in new borns

- cues involved

A

Depth perception involves

  • kinetic cues (3 months) - moving of head changes perception
  • Binocular cues (4 months) - more similar the objects = closer it is
  • Pictorial cues (5-7 months) - cues in the picture

Show understanding of looming - if heart rate goes up as objects get closer, shows they understand thi

Visual cliff - Gibson & Walk (1960)
- by 6.5 months, 90% wont cross

29
Q

Outline Gibson & Walks Visual Cliff (1960)

A

36, infants, 6-14 months
mothers stood across the chasm and encouraged them
- they would crawl over the shallow side fine, but very few would across the deep end
- by 6.5 months, 90% wont cross

30
Q

Outline preference for faces - types of faces they prefer

A

Infants have a preferences for:
•Human faces (Fantz, 1961)
•Mothers face (Walton et al 1992)
•Attractive faces

31
Q

Outline Fantz (1961) - preference for Human faces

A
  • faces were either normal, jumbled facial features,
    or control with same overall brightness (so top 3rd was dark for the hair, other 2/3’s were light)
  • they had a preference for the actual looking faces
32
Q

Outline Walton et al 1992 - preference for mothers faces

**

A
  • Survival/ forming bond
  • Have a preference for mother a few hours after birth
  • we know this from high amplitude sucking experiments
33
Q

What are the two ideas about why we have a preference for faces?
*****

A
  • Imprinting - first thing we see after birth, and mothers is first one?
  • Innate - evolution
34
Q

What can babies hear pre-birth?

A

DeCasper & Spence (1986) - pregnant mothers read aloud passages, including cat in the hat
- infants recognised these more than new pasages they had never heard before. They tested this through high amplitude sucking

35
Q

What can infants hear in terms of pitch

A
  • high pitch is quieter but they prefer it!
36
Q

What can infants judge about location?*****

A

Can judge general location

- turn heads towards it

37
Q

Outline infants auditory perception****

A
  • By 1 month, can distinsuihed speech sounds ‘pa’ and ‘ba’ (Eiams, 1975, 1985)
  • synaptic pruning - keeping sounds in their language
  • Individual voices - recognise mums voice (DeCasper & Spence), but not their fathers
  • Can match face and voice at 6 months
  • Can discriminate categories of songs - e.g. lullabys
38
Q

Outline the problem of inter-modal perception***

- pickman - train

A

We receive all sense at the same time, so can infants integrate information from all sensory streams and create a whole?

  • can they transfer information across the sense
  • e.g. which mouth movements need to be done to get the sound you want to make
  • can detect one modality from birth, but senses involve multiple
  • pickmans - infants looked at a photo of train more if the sound being played was of a train
39
Q

Outline sensory processing disorder**

A
  • problems with sensory processing
  • problems integrating information
  • leads to clumsy movements, difficulties learning/ processing new information
  • symptoms: not wanting lots of pressure on them, or needing lots of pressure for them to notice
40
Q

Outline the 2 contrasting theories of infants perceptual abilities/ integration***

A 
Enrichment theory (Piaget, 1952/ 1954)
Differentiation theory (Gibson and Gibson, 1955)
41
Q

Outline Enrichment theory

  • INNATE SChemas that develop through interaction with the world
  • active and exploratory
A

Piaget (1952/1954)

  • critical period for perceptual abilities = sensori-motor stage (0-2)
  • skills arent present at birth, but develop over the first year
  • as a result of interacting with the environment - performing operations and seeing the results
  • sophistication in perceptual skills will develop over several stages
  • in this period, they learn to co-ordinate sensory input and motor behaviour
  • They use schemas to do this - rely on innate sensori-motor schemas - grasping/ touching (exploratory), to get information about the world
  • Use schemas we have to test our knowledge
  • schemas allow information integration
42
Q

Limitations of Enrichment theory?**

A

X - Overestimates things - Even those really good at crawling dont have any difference in depth perception - they have good motor and movement skills but no differences in depth

43
Q

Outline Differentiation theory

  • We learn through finding out differences in the world around us
A

Gibson and Gibson (1955)

  • Integration of senses possible from birth
  • Development depends on interaction
  • We learn through seeing differences between objects
  • identify what makes things different, thats how we learn about perceptual development
  • Initially you overgeneralise - see things as the same, cant tell them apart.
  • AS you grow, you can make distinctions between objects and events
  • Exposure to these events/ objects allows you to identify the properties that make things different
  • its not about the objects meanings, its just telling them apart
44
Q

Outline experimental evidence for Differentiation theory

  • Sight/ Sound research (Rosenbloom, 1971)*****
  • Sight/ touch research - dummy
A

Aronson & Rosenbloom (1971) (Sight/ sound)

  • 1 months old were sat behind a sound proof screen, could see their mother
  • more distressed when the voice didnt come from where the mother was.
  • they expect voices to come from the face as they have integrated

Sight/ touch research
- had to touch the dummy that looked like the one they were currently sucking

Developmental Year 2 (9 decks)

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