Lectures 9 and 10

Question 1

Habituation

Answer 1

gradual reduction in the strength of a response due to repetitive stimulation.

Question 2

Imitation

Answer 2

Learning by copying the behavior of another person.

Question 3

Each new motor skill is a combination of

Answer 3

Development of the central nervous system, body movements, child’s self-selected goals, environmental supports for the skill (D,B,C,E)

Question 4

Ulnar Grasp

Answer 4

reflexive grasp that newborn children demonstrate

Question 5

Pincer Grasp

Answer 5

using the first two fingers and thumb to pick up objects

Question 6

Palmar Grasp

Answer 6

to grasp an object such as a a crayon or a pencil

Question 7

Size constancy

Answer 7

our perception of an objects size as the same, despite changes in the size of the retinal image

Question 8

Depth perception

Answer 8

the ability to judge the distance of one object from another.

Question 9

Intermodal perception

Answer 9

the reliance on a wide range of characteristics to identify objects in the environment. (think: models need wide bodies and characteristics)

Question 10

Classical conditioning

Answer 10

The association between an “unconditioned stimulus” with an “unconditioned or reflexive response” and then a rewarding condition

Question 11

Operant conditioning

Answer 11

the frequency of a behavior can be increased by following it with a wide variety of reinforcers

Question 12

Reinforcer

Answer 12

Increases probability of behavior occurring again by presenting a desirable stimulus or removing an unpleasant stimulus

Question 13

Punishment

Answer 13

Reduces probability of behavior occurring again by presenting an unpleasant stimulus or removing a desirable stimulus

Question 14

Dynamic systems theory of motor development

Answer 14

It is the interaction between the person, the environment, and the task that changes how our movements are (PETs are always changing)

Question 15

Infants actively search for invariant, unchanging features of the environment such as

Answer 15

complex visual patterns, borders of stimuli, and faces (Cvp, B, F)

Question 16

differentiation

Answer 16

Perception gets more and more sensitive (sensitive = acting different)

Question 17

affordances

Answer 17

“action possibilities” that a situation offers an organism (ex: pressing a button)

Question 18

Assimilation

Answer 18

Using current schemes to interpret external world

Question 19

Accomodation

Answer 19

Adjusting old schemes and creating new ones to better fit envionment

Question 20

Sensorimotor stage

Answer 20

Action based motor patterns dominated by physical/motor learning

Question 21

Preoperational

Answer 21

Development of symbols, intuitive learning (symbols are needed to operate)

Question 22

schemes

Answer 22

organized ways of making sense of experiences (evil schemes are always very organized)

Question 23

Constructism

Answer 23

life long process of building meaning that is appropriate and functional in each person’s life (constructing takes a lifetime!)

Question 24

disequilibirum

Answer 24

when a child is unable to use an existing schema to make sense of objects and concepts

Question 25

object permanence

Answer 25

understanding that objects continue to exist when out of sight

Question 26

core knowledge domains of thought

Answer 26

physical, linguistic, psychological and numerical (PLPN)

Question 27

first part of sensorimotor

Answer 27

action based motor patterns

Question 28

second part of sensorimotor

Answer 28

mental thinking level (mental is second)

Question 29

prereaching

Answer 29

reaching with no target, no eye focus or intent

Question 30

When does size constancy emerge?

Answer 30

first week of life

Question 31

examples of intermodal perception characteristics

Answer 31

light patterns, sound, tactile/texture, odor and taste information (Five senses)