Lifespan Development Unit 10 Lecture 2 Flashcards
1
Q
Core Knowledge Hypothesis
A
The idea that infants are born with some knowledge about he world, such as a basic knowledge of numbers and how objects should behave
2
Q
Habituation-Dishabituation Response
A
possessed by young infants
3
Q
Habituation
A
Infants do not spend as much time looking as visual stimuli or events that they already know about
4
Q
Dishabituation
A
Surprising and unfamiliar visual stimuli or events tend to capture an infants attention
5
Q
Renee Baillargeon
A
- Conducted a study with 3.5 year old infants
Looked at 2 different events, - The short carrot passes across and is fully obscured by the structure (2:50)
- A long carrot passes across, and impossibly it is also fully obscured by the structure
- These infants should not have any knowledge of object permanence yet
- This experiencing proves how infants know more then what Piaget said
6
Q
Lev Vygotsky
A
- Proposed that child cognitive development proceeds most efficiently when children make an attempt to acquire skills that are just beyond what they can accomplish on their own (with adult SCAFFOLDING)
- Scaffolding - concept that adult mentors should match the support they provide to the child development levels
- This was named the Zone of Proximal Development
Attachment: The emotional sense of closeness and security that a child develops (or fails to develop) with their caregivers
7
Q
Harry Harlow
A
- Studied baby monkeys
- Noticed that when they were under stress, the tended to find something soft to cling to (cloth mother)
- He raised monkeys with using a very artificial fluffy “parent” with an embedded body for feeding, and also with a wired cage with an embedded bottle for feeding, they would spend most time with the “soft parent”
- The monkeys went to the cloth mother even when the hard/wired mother was their source of food
- The monkeys need for comfort from a soft and cuddly mother changed the behaviourist idea that children bond with their mothers because they need the for food
Sadly, the behaviourist (John Watson) emphasized to NOT be affectionate with your child. The concern was signs of affection given when children didn’t deserve it
8
Q
Mary Ainsworth
A
- Tested attachment between human caregivers and children by seeing how children act with the presence of strangers when their caregiver is absent
Stranger Anxiety: Young children discomfort and emotional distress in the presence of strangers - Came up with: The Strange Situation: Children came into her lab with their primary caregiver in a room with toys and a stranger
- The caregiver then leaves and child is left alone with the stranger
- Ainsworth conducted patterns of these responses
- Then, the caregiver and baby return and play for a bit, then the caregiver leaves the baby in the room by itself (with no stranger present)
- Most widely used experiment to test a child’s attachability to their caregiver
9
Q
Secure Attachment Pattern
A
- A child is mildly distressed when their caregiver leave them alone with the stranger
- The child keeps a calm distance from the stranger
- When the caregiver returns, the child seeks comfort from the caregiver and they quickly behave happy/relaxed
10
Q
Anxious/Resistant Attachment Pattern
A
- Child clings to the caregiver before they leave the room
- The child is very upset them they are alone with the stranger
- When the caregiver returns, the child rushes for comfort, but also seems to push the caregiver away
11
Q
Avoidant Attachment Pattern
A
- The child doesn’t seem very close to the caregiver when they enter the room
- The child is not concerned when the caregiver leaves them alone with the stranger
- Child ignores the caregiver when they return to the room
12
Q
Disorganized Attachment Pattern
A
- Children behave as though they can’t decide whether to seek comfort from their caregiver or avoid contact with their caregiver
- They alternately act to seek/avoid content with their caregiver or they become paralyzed with indecision about what to do
- Attachment style during infancy predicts success in forming adult attachments
- Securely attached infants are known to handle relationship conflicts later on in life
- However, forming a healthy & secure attachment between child & caregiver is a matter of striking the right balance (not too under-engaged, not too over-engaged)
- Self Awareness; Children gradually develop an appreciated of themselves, separate from other people
13
Q
Egocentrism
A
Lacking the capacity to understand that other people have perspectives, thoughts, and feelings that differ from one’s own
14
Q
Piaget Study
A
- Set kids up at a table and but objects on the middle of it (mountains)
- He would then show then 2 pictures and ask which objects matched the dolls perspective
- Piaget asked children to describe what the “3 mountains” would look like from the perspective of someone sitting opposite them, but children under about age 7 respond by claiming their OWN perspective as identical to the doll’s
- They don’t understand that there is any other perspective than their own
15
Q
Theory of Mind
A
- The capacity to understand that other people have their own minds, with thoughts feeling/perceptions that differ from one’s own
- One of the classic test to see if a kid possesses the theory of mind involves presenting kids with a box, covered with images of chocolate (smarties)
- But then they open the box, it is actually filled with smarties
- If the child responds that the adult thinks there are smarties in the box, then that is evidence that they possess the theory of mind
- Basically, it is understanding what OTHER people will think/know, even if you know it in more detail
