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psych 304 > lecture 2) visual dev cont and motor deev > Flashcards

lecture 2) visual dev cont and motor deev Flashcards

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1
Q

do infants show a prerence to new or familiar stim

A

familiar stim

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2
Q

what will causee infants to. shift their preference to a novel stim

A

prolongued or repeated exposure

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3
Q

true or false: prolongued or reepeated exposure to a sttim wil lcause infants tto shift their preeference to a novel stim

A

true

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4
Q

what determines whether an infant will show a familiar or novelty preference

A

lenght of exposure

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5
Q

short exposure = what type of prefernce

A

familiarity

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6
Q

long exposure = what type of prefernce

A

novelty

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7
Q

what is the main implication for the familiary vs novelty preference

A

exposure time in lab induced preference produces need to be long enough for the baby to become familiar with the stimulis but short enough so that they dont get bored (habituation)

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8
Q

what is the trial and duration of preference procedures

A

there is usually only one familiarzation trial that is brief

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9
Q

what is the trial and duration of the habituation paradigm

A

they need to repeat the preesentation of a stimulus enough times to ensure that the infant is bored
(many trials)

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10
Q

what is the definition of boredom

A

usually indexed as 50% reduction in looking time for 3 trials in a row compared to intial trials

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11
Q

what is perceptual constancy

A

the perception of objects as being constant in size, shape, colour etc in spite of physical differences in retinal image of the object

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12
Q

give an example of perceptual constancy in adults

A

when door is opening and closing the shape changes but we are sttill have to perceive the door as rectabgle rgardless

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13
Q

in the study about perceptual constancy in fancts what were they testing

A

if perceptual constancy preseent from birth

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14
Q

in the study about perceptual constancy in infants, what paradigm did theey use

A

habituation paradigm

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15
Q

explain tthe habitation for the perceptual constancy experiment

A

repeadly show infant a small cube
cube shown at diff distances at each trial (causing retinal image to changee from trial to trial)

= do infants perceive these as the same object or as diff objects

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16
Q

explain tthe test for the perceptual constancy experiment

A

show infant the orinal (smaller cube) and an identical larger cube but the larger one was further away so that both cubes projected the same size retinal image

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17
Q

if baby had perceptual constancy (understand that distance does not physically change tthe object), what would their reaction be to the cubes

A

they sbould look att the larger cube longer since they are used tio tge smaller cube

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18
Q

if baby did not have perceptual constancy (understand that distance does not physically change tthe object), what would their reaction be to the cubes

A

they will look ewually at botth cubes

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19
Q

if infants looked longer at the larger. but further away cube in the perceptual constancy test, what does this indiicate

A

that they see the large cube as different in size from the original smaller cube (even if it seems the same size)

=means that infants saw the repeated presentations of the original, small cube as a single object of small consttant size, even though the retinal image varied

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20
Q

what did tthe results of the perceptual constancy in infantst suggest

A

that perceptual consatncy is present from birth

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21
Q

what is object segregation

A

the ability to identigy tthat objects are seperate from each other

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22
Q

what is the most important cue for infancts in terms of object segregated

A

movement
(seperate objects move independantly of each other)

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23
Q

what was the question of study for oobject segregation in infatnts

A

if object segreation present from birth

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24
Q

is perceptual constnactt present from birth

A

yes

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25
Q

is object segregation present from birtth

A

no

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26
Q

what paradigm did they use for the objectt segregation srugy

A

habitaution

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27
Q

what was the habituation for the object segregation study

A

repeatly watched a video of a rod moving side to side behind a box
(do infants see the rod as a single rod or 2 seperaete shotr rods)

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28
Q

what was the test for the onject segregation

A

shown 2 rods stimuli moving side to side
(one rod vs broken rod)

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29
Q

what were the resulst of the objectt segregation test

A

4 months: preferred to look at broken rod (see broken rod as novel)
=indicates that they undeerstood that hte rod behind the box is one object
=have object segregation

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30
Q

rtue or false: 4 monh olds havee object segregation

A

true

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31
Q

what were the results for new borns in the object segregation test

A

they looked rhe same amount of time at the broken road and the single road
=indicattes that they did not understand that the rod behind the box was a single object
=dp not have object segregation

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32
Q

is objcet seegregation innate

A

no , has to be learned with eexperience

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33
Q

what is the most important depth clue

A

binocular disparity

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34
Q

what is binocular disparitty

A

diff bewteen the retinal image of an objec tin each eye that results in two slightly different signals being sent to the brain

=visual corttez combines differing neural signals caused by binocular density

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35
Q

when does depth perception occur according to the slope study

A
  1. months
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36
Q

true or false: there is a sensitve period for binoclar vision

A

true

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37
Q

wha tis a sensitve period

A

a ttime period during which experiences shapes the dev of an ability more than att other times

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38
Q

what is the sensittve period for bincolar vision

A

birth to 3 years old

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39
Q

what is depth perception from binolar disparity the result of (how do we get this normal depth perception)?

A

brain maturation as long as the infant receives normal visual input

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40
Q

what happens if infants do not receive normal visual input by the age of 3

A

theey may fail to develop normal binolccular vision and have life long difficults with depth percepttion

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41
Q

what is an example of something that would impede binoccular vision

A

cataracts
sttrapismus

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42
Q

true or false: monocular depth cues are perceived with 2 eyes

A

false, one

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43
Q

when is monocular deptth cues perceives

A

6-7 months

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44
Q

whatt is the reason that 6 months old will not craw over visual cliff but ypunger will

A

monocoular depth cues

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45
Q

true or false: depth percepttion needs to be dev thru experience

A

true

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46
Q

why will infants younger than 6 months craw right over the visual cliiff

A

they havent developped moonocular depth clues

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47
Q

explain visual dev at birtth

A

rudimentary visual scanning, poor acuity, preference for high contrast, minimal colour vision, preference for faces vs non faces and perceptal consgtance

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48
Q

explain visual dev at 2 months

A

colour vision appears

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49
Q

explain visual dev at 4 months

A

object segregation and binocular depth percepttion appear

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50
Q

explain visual dev at 6 months

A

face generalist, monolular depeth percepttion occurs

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51
Q

explain visual dev at 8 months

A

visual scanning, visual acuity and colour percepion similar o adultts

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52
Q

explain visual dev at 9 months

A

face specialists tthrough perceptual narrowing

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53
Q

what parts of visual develpment are innate

A

perceptual constancy and preference for faces

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54
Q

which parts of visual dev improve wiht brain maturation

A

visual acuity, colour perception and visual scanning

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55
Q

which parst of visual dev depend on experience dependent processes

A

object segreation
face perception (perceptual narrowing)
depth perceeption (sensitivee period for binocular vision)

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56
Q

what is intermodal perception

A

the coordinated peercepttion of singular object or event through 2 or more sensory systtems

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57
Q

what are the sensory systems usually paired in intermodal percetion

A

vision and at least 1 other sensory modality

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58
Q

ttrue or false: intermodal percepttion is presentt very early on

A

true

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59
Q

whatt was the question asked for the study about intermodal perception for touch and vision

A

can newborns integratet touch and vision

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60
Q

what was the study for combining vision and touch (intermodal perception)

A

infants sucked on a pacifer that they couldnt see and then used the preferental looking procedure: they got a picture of the pacifier they sucked on vs a pacifier of a diff shape and texture

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61
Q

what paradigm was used for intermodal perception of vision and touch

A

preferential LOOKING

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62
Q

what were the results of the intermodal study ocmbining vision and touch

A

newborns looked longer at the pacifier they sucked on (ie looked at familar pacific)
=able to distinguish and choose the familar without even seeing it

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63
Q

what did the study combining vision and touch for intermodal perception show

A

shows that ability to combine visual info with touch is present from birth

64
Q

true or false: that ability to combine visual info with touch is not present from birth

A

false, it is

65
Q

what was the question for the intermodal study of vision and auditory info

A

can infants combine vision with sound

66
Q

what was the paradigm used for the intermodal study of vision and auditory info

A

the preferential looking

67
Q

what was the study for the intermodal study of vision and auditory info

A

4 month olds simultaenously watched 2 vids side by side (showed vid of someone playing peekabo and someone drums)
=at the same time there was audio of peeking playing (ie audio is synchornized with only 1 video)

68
Q

what was the results for the intermodal study of vision and auditory info

A

looked more at the person playing peekabo vs the person playing drums
=shows that infants can integrate visual and auditory infor (important for language dev)

69
Q

what did \the study for the intermodal study of vision and auditory info show

A

that infants can integratte visual and auditory info

70
Q

why is it important that infacnts can combine vision and auditory info

A

important for language development because children need to understand that speech sounds are linkeed with a moving mouth

71
Q

what is the McGurk effect

A

illusion that occurs when the auditory component of a sound is paired with the visual compoinent of another sound, leading to perceptionn of a third sound

72
Q

true or false: 5 month olds are suspecitblw to the mcgurk effect

A

true

73
Q

what dose the mcgurk effect suggest

A

that auditory visual intermonal perception is.a result of learning

74
Q

what are reflexes

A

innate, involuntary actions that occur in response to a particular stim
(adaptive)

75
Q

what is the grasping reflex

A

children will. hold and close hand when something touches it

76
Q

what is the rooting reflex

A

when you totuch a cheeck they will automactticlly turn their head in the direction and open mouth

77
Q

true or false: all reflexes have clear functiin

A

false, ex: the tonic neck reflex

78
Q

what is the tonic neck reflex

A

when an infant head is turned to the side, their arm on that size extends and the arm and knee on the other side flex

79
Q

when do. most reflexes dissapear

A

2 months

80
Q

what are some reflexes that dont dissapear after 2 months

A

coughingm sneezing, blinking, withdrawing from pain

81
Q

what can absent reflexes or reflexes that persist too long indicate

A

that the infant has neeurological problems

82
Q

ttrue or false: motor milestones can happen out or order

A

false, they cannot

83
Q

do all children acheive milestornes at same time

A

no , huge individual variation in the ages

84
Q

what are the different degrees of motor develpment
1)

A

1) prone lifts head
2) prone, chest up uses arm for support
3). rolls over
4) support some weight on legs
5) sits without support
6) stands with support
7) pulls self to stand
8) walks using furniture for supprort
9) stands alone eeay
10) walks alone easy

85
Q

what age. do. babies normally begin crawling

A

7-8. months

86
Q

crawling is considered a motor milestone?

A

no ,

87
Q

why is crawking not considered a motor milestone

A

because they can just never crawl and skip right to walking

88
Q

why do some babies skip crawlling

A

upper body and core weakness
hypersenstive to the texture of the floor
tonic neck reflex still present
insuffiecneitn opportunitty

89
Q

true or false: cultural diffs make no difference to motor deveopment

A

false, they make a big diff

90
Q

average ages of milestones are based on what samples

A

WEIRD samples but mostt infants are not

91
Q

what does WEIRD sample stand for

A

westerm
educatued
industrialized
rich
democrattic

92
Q

what percentage of world is weird

A

15%

93
Q

what is the problem with the aveerage ages of milestones

A

that most of the milestones are based on WEIRD samples but mostt infants in the world are not

94
Q

trtue or false: cultural practices lead to indivatidal diffs in when mottor milestones are acheived

A

true

95
Q

give an example of how culture affects the motor milesotne (sittting)

A

there are huge cultural differences in how long 5 months can sit indiependantly
(kids from cameroon can do longer independantt sitting than in italy because of their cultratl diffs)

96
Q

why are there cross cultural diffs in how long 5 montth olds can sit independantly

A

related to where infanst are placed to sit
=earlier indp sittting in counttriese where infants spent more time in places with less postural support

=later dev sittting in countries where infants spent moree ttime inn places with lots of postural support (eex: child furniture or being held)

97
Q

in what types of countries is there earlier independant sitting

A

countries where infants spent more time in places with less postural suppport

98
Q

in what types of countries is there later independant sitting

A

later independantt study sitting in countries where infantst spent more time in places with lotst of posutural spport (child furniture or being held)

99
Q

what are examples of little postural supportt positions

A

ground and adult furniture
(need to dev balance, coordinattion and core strength)

100
Q

what are examples of positions witth lotst of postural supportt

A

child furniture or being held by an adult
(more support for the body therefore no coordination)

101
Q

true or false: how much ttime an infants spends in places witth less psotural support impacts when theyll be able tto sit independantly

A

true

102
Q

what dictates when/impacts when children will be able to sit independantly

A

how much time an infant spends in places with less postural support

103
Q

be able o explain the culture and sitting graph between cameroom and italy

A
104
Q

truee or false: motor milestones are not affected by how many opporunities infants have to practice and how much motor dev is actively encourges

A

false, tjhey are

105
Q

give an examples of cultural effecst on motor dev

A

1) sitting positions effect mottor dev in sittting
2) motor milestones are affecteed by how many opportunities infants have to practice
3) diaper vs naked walking

106
Q

give some examples on how mottor miestones are affected by how many opporunities infants have to practice and how much motor deev is actively encouraged

A

1) in some countries, some infants are actively discouraged from crawling because of safety or hiegne concerns so many crawl later or never (ex: urban china)

2) adults perform motor exercises in subsaharan exercise with their kids
(infants are more advanced in motor skill dev than kids in north america)

107
Q

trtue or false: diapers affect infant walking

A

trtue

108
Q

do infants show more mature walking when naked or when wearing a diaper

A

naked

109
Q

when naked, do ifnants show narrow and smaller steps or larger and spread

A

smaller and narrow

110
Q

true or false: cultural practices in one domain can have unintended consequences in another domain

A

true q

111
Q

what were the earlier theories behind motor development

A

that motor dev governed by cortical maturation

112
Q

what is the current theory mechanism beehind mottor development

A

motor dev governed by complex interplay between numerous factors

113
Q

what are some of tthe factors that affect motor dev

A

neural dev
increases in physical strengh
physical abilities, like posture control and balance
perceptual skills
change in body proportions and weight
mottivattion

114
Q

do babies have the stepping reflex for their entire childhood

A

no , infants aree born with the steppinng reflex that dissapears at 2 months but then startt stepping agan bettween 7-12 months of age when laerniing to walk

115
Q

what is tthe hypothesis for why stepping reflex dissapears

A

infants gain weight faster than they build leg muscles and thus have significant strengtth to lift heavier legs

116
Q

what is the study/evidence that proved the role of wieght changes on stepping reflex

A

young infants who still showed stepping reflex stopped stepping when weights were attached to their ankles

infants who no longer showd stpeping reflex resumed stepping when placed in
a tank of water (buoyancy of water weight supported)

117
Q

what did tthee fact that young infants who still showed stepping reflex stopped stepping when weights were attached to their ankles

infants who no longer showd stpeping reflex resumed stepping when placed in
a tank of water (buoyancy of water weight supported)

prove

A

that dissapearance of stepping reflexe is due to weight change rather than cortical matural

118
Q

what is disappearance of stepping reflex due tto

A

weight change ratther than corical maturation

119
Q

true or false: chubby babies take longer to walk

A

true

120
Q

true or false: children are not intrinsically motivated

A

false, tthey are highly motivated despitte failing

121
Q

does motivation play a role to motor development

A

yes, kids will continue to practice new skills even tthough they possess skills tthatt are more effiecient that could accomplish the same skills

122
Q

true or false: individual diffs in motivation predict when motor milestones are acheived

A

true

123
Q

what is the study that showed how individal diffs in motivation predict when motor milestones are acheived

A

study: compared low and high motivation infants on wheen they achieveed motor milestones

low motivation infants: movements occur infreq, prefer activities that require little energy, require lots of stimulation to change position

high motivationn: move often, prefer high energy activity. change position often , do not neeed stim to move

124
Q

explain movementt of low motivation infants

A

low motivation infants: movements occur infreq, prefer activities that require little energy, require lots of stimulation to change position

125
Q

explain high motivation infants

A

move often, prefer high energy activity. change position often , do not neeed stim to move

126
Q

do high motivation children reach all motor milestones earlier than less motivated infants

A

yes

127
Q

when do reflexes in infants usually disseapear

A

by 2 months

128
Q

are motor milestones developped in a predicable sequencee

A

true

129
Q

why does motor development matter?

A

1) enables active learning and expands an infant’s world
(allows children to learn by acting on the world rather than just passively observing and increasing opportunities for learning)

2) facilitates development of skills in other domains (especially in vision and social behavior)

130
Q

what is a large motivation for why crawlres want to start walking

A

tthey get alott more view when they start walking

131
Q

at what age are infants able to sit independtably and to reach

A

7 months

132
Q

does reaching for ibjects have an consequences for visual development

A

yes they allow kids to become familiar with the properties of different objects, including 3D

133
Q

what was the study that showed that independant sitting and reaching facilitate understanding of 3D objects

A

it was a habituation paradigm with 4-7.5 months old (assessed sittinng and reactning abilitty )

134
Q

what ws the habituation period for the motor dev and perceiving 3d objects study

A

presented with rotation object with only. 2 sides visible (does the infant perceive this shaoe as complete 3d object)

135
Q

what was the test phase for the motor dev and 3d objects study

A

presented with rotating compleet shape beside a rotating hollow shape

136
Q

if the infants saw the shape as a complete object, they should look longer at what (3d study)

A

at incomplete display because its novel

137
Q

understand the motor development and perceing 3d objectst study

A
138
Q

what were the results of the motor dev and perceving 3d objects study

A

infants were more advanced in sitting and reaching were more likely to look at the incomplete display
-age not relatted to where the infant. looked

=suggests that motor skills dev in sitting and reaching influence development of 3d object percepttion

139
Q

trtue or false: motor dev impactts depth percepttion

A

rtue

140
Q

whatt was tthe study to show tthat motor development affects visual cues (slopes)

A

infants placed in front of walkways with either shallow or steeo slopes and encouraged to crawl across
(can babiees ttlel diff btwne slows(detect depth))

141
Q

what did th perception of slope in the sttudy depend on

A

crawling expeerience

142
Q

what were the results for the motor developmentt and depth perception (slope) study

A

Perception of slope depended on crawling experience
•Beginner crawlers (about8months) confidently went down shallow slope BUT also attempted slopes that were too steep
• Experienced crawlers avoided steep slopes

• When these same babies started walking, they made the same mistake as with
crawling
• Initially went down slopes that were too steep
Failed to transfer what they had learned about slopes through crawling to walking

143
Q

what does the motor dev and depth perception using slopes study suggest

A

that infants have to learn through experience how to intergrate perceptual informatiton with ech new motor skill developped

144
Q

do kids ever make mistakes after learning deepth perception?

A

yes, scale errors

145
Q

what aree scale errors

A

attempt to perform an action on a miniature object that is impossible due to the huge diff in size between the child and the objecet

146
Q

when do scale errors usually develop

A

around.2 yrs

147
Q

what are scale errors due to

A

failure to inteegratee visual info with action planning

148
Q

does motor dev help understand intensions

A

yes, in adults, they proactively shift their gaze to the goal of an action when observing somebody perform that action (indicates that they undersatnd the persons intension)

149
Q

what does the fact that adults, proactively shift their gaze to the goal of an action when observing somebody perform that action iindicate

A

(indicates that they undersatnd the persons intension)

150
Q

can infants aslo proactively shift their gaze to the goal of an action

A

depending on age

151
Q

what was the study to see if infanst can proactively shift their gaze to the intension

A

eye tracking in 12 month and 6 month (showed an image of placing objects into a buckett)

152
Q

what were the results of the motor dev study on whetther infants can proactively shift their gaze to the goal

A

12 months and adults showed proactive gaze toward bucket

6 month olds did not (have not devlopmmed ability to pick p and carry and drop objecst)

153
Q

why do children at 6 months not proacttively shift their gaze towards the goal

A

have no yet dev the ability to pick up, carry and drop objects

154
Q

whatt did the study about proacive gaze shiftt show

A

shows thatt infants ability to predict ohers actions relies on them being able to perform these same actions

155
Q

true or false: motor dev is tightly linked with visual and social developpment

A

trtue

psych 304 (10 decks)

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