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PSYC 304 > MIDTERM 2 > Flashcards

MIDTERM 2 Flashcards

1
Q

High Amplitude sucking procedure

A

0-4months
Relies on sucking reflex, harder suck = higher interest
2 variations:
- discrimination (can they tell the difference, use habituation and test phase)
- preference (test preference, suck mnore during one than the other)

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2
Q

Speech perception in infants

A

Newborns:
- prefer speech sounds over artificial sounds
- prefer mom’s voice over other woman
- prefer native language vs other (Means language learning starts in utero)

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3
Q

Categorical perception of speech

A

VOT (voice onset time): length of time between when air passes through lips and when vocal cords vibrate. Used to distinguish similar sounds

Categorical: we distinct speeches in categories even though it’s gradual. Useful to focus on differences that are important in our language.

In infants: newborns have same results as adults (1 month)

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4
Q

Infant cross-language perception + narrowing

A

Infants make more distinctions than adults (adults are only good in their own language) (study 6mo english could distinguish Hindu syllables).
Means infants are born ready to learn any language

Narrowing happens at 10-12mo

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5
Q

Perceiving sounds to words

A

Word segmentations: discovering when words begin and end, begins at 7mo
Use statistical learning:
- Stress patterning: diff language stress diff syllables (english first syllable, french last)
- Distribution of speech sounds: sounds that appear together more likely to be words

Preferential listening paradigm: speaker on either side of infant, plays when infant looks (need to be 4mo to move their heads). Familiarity vs novelty

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6
Q

Speech Milestones

A

2 months: cooing
7 months: babbling
12 months: first words
18 months: 50 words

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7
Q

Cooing

A

start at 2 months
ooooooh aaaaahhhh
Help infant gain motor control of vocalizations
Elicits reaction from caregiver

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8
Q

Babbling

A

7 months
repetitive syllables
papapapa babababa
Not necessarily from native language (similar across world)
ASL use repetitive hand movements (shows language exposure is critical for babbling)
Social function: practice turn taking
Learning function: signal he is ready to listen and learn (learn better if right after babbling)

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9
Q

First words

A

Start understanding high-frequency words at 6 months (look at right picture in study)
First word: 10-15months, utterance that has a meaning (does not need to be an actual word (gulgul for turkey)
Often mispronounced (omit difficult part, substitute difficult sounds, put easy sound first)
Usually refer to family members or pets across cultures
Limitations: overextension (broader context than appropriate, dog for any animal), under-extension (more limited context, cat for own pet)

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10
Q

Assumptions in word learning

A
  • Mutual exclusivity (an object only has 1 name, less valid for bilingual children)
  • Whole object assumption (word refers to whole object rather than part)
  • Pragmatic cues (use context, adult gaze means the word refers to what adult is looking at)
  • Adult’s intentionality (learn new word said by adult if said with confidence)
  • Grammatical form (grammar influences if interpreted as noun or verb ie)
  • Shape bias (apply a noun to a new object of same shape even if different in other ways)
  • Cross-situational word learning (determine meaning by tracking correlations between labels and meaning across contexts)
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11
Q

Caregiver influence on word learning

A

Factors that influence: IDS, quality and quantity of speech
IDS: greater pitch variability, slower, shorter utterances, clearer pronunciation, word repetition, more questions, exaggerated facial expressions. Infants prefer this to normal speech. (study showed better learning of novel words with IDS)
Quantity: kids that hear more words have larger vocabularies, lower SES = less words
Quality involves joint engagement, fluency, stressing new words, play naming games, name object when toddler is already looking at it

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12
Q

First sentences

A

Telegraphic speech at 2yo, 2-3 word phrases that leave out non-essential words

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13
Q

Learning grammar

A

Master the basis by age 5, allows to express and understand more complex ideas
Overregularization errors: treat irregular forms of words as if they were regular (foots, mans). Shows they learn grammar rules but not exceptions
Study shows they can pick up on patterns at 8 months old

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14
Q

Sentences to conversations

A

Private speech 1-4 years old
5+ years old start being able to stick to same topic as partner

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15
Q

Sensitive period of language

A

Birth to before puberty
Maturational changes in the brain
When full native competence is possible
Evidence Genie: deprived of language input until age 13, could barely speak, never fully developed. (could be due to inhumane treatment)
Evidence brain damage: can recover completely if young, more mature brain is less plastic
Evidence deaf ppl: performed better with language exposure even spoken
Evidence becoming bilingual gets harder and harder with time

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16
Q

Bilingualism

A

50% people across the world use 2+ languages
Monolingual brain hypothesis is wrong
Bilingualism starts in utero (shown with preferential sucking paradigm)
Infants develop two different learning systems and do not confuse them
Evidence: langauge learning is similar in mono and bi, they can select language they use depending on partner, they mix it but not a sign of confusion (happens in adults)
Advantages: perform better on measures of executive functioning, delay onset of Alzheimer, practice because of having to quickly switch between the two

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17
Q

What are emotions

A
  • Neural response (amygdala activation, cortisol and adrenaline)
  • Physiological factors (heart racing, nausea)
  • Subjective feelings (recognition danger, fear)
  • Emotional expression (eyes wide, mouth pulled back)
  • Urge to take action (lock door, run away)
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18
Q

Discrete emotions theory and basic emotions

A

innate emotions important for survival and communication are largely automatic, valid across cultures and present in infancy
6 Basic emotions:
- happiness
- fear
- anger
- sadness
- disgust
- surprise

2 emotions at birth, positive and negative, basic emotions emerge over first year of life

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19
Q

Happiness

A

Adaptive
Birth: reflexive smiles
2-3 months: social smiles
5 months: first laugh (at bodily noises, laugh at jokes at 4yo)

20
Q

Anger

A

Adaptive
4 months: begin to express anger
24 months: peak in tendency to react with anger, tantrums
Get better with age (intentional vs unintentional)

21
Q

Fear

A

7 months: begin to express fear
8 months: fear of strangers and separation anxiety (declines at 15 months)
3-5yo: fear imaginary creatures
7+ yo: fears related to everyday situations

22
Q

Surprise sadness and disgust

A

All emerge in first year
Surprise: indicates world is contrary to expectations
Sadness: elicits care and comfort in reaction to loss, need object permanence to understand loss
Disgust: first directed towards food

23
Q

Self-Conscious emotions

A

Emerge once child has sense of self separate from other people, 18 months, and an appreciation of what adults expect from them
Include guilt, shame, embarrassment, pride, empathy
Emerges at 2yo
Individualistic cultures: pride
Collectivistic cultures: guilt (want to fix one behaviour) and shame (desire to hide). Guilt is healthier. Start at 2yo. Will feel guilt if parent emphasizes badness of action, shame is badness of child

24
Q

Identifying emotions

A

Identify adults’ before own
3 months old can distinguish happiness, surprise and anger
7 months old can distinguish fear and sadness

25
Q

Social referencing

A

Use of parents’ social expressions and tone of voice to decide how to deal with novel situation
Visual cliff study: 0% crossed if parent looked scared, 75% crossed if parent looked encouraging

26
Q

Labelling emotions

A

3yo have rudimentary ability to identify and label emotions in others and self (cannot describe feeling good vs bad). This improves with age

27
Q

Mixed emotions

A

Understand that people can experience more than once experience at a time at 5 years old (3yo fail)

28
Q

Real vs Fake emotions

A

Begin to understand facial expression does not necessarily match what people are really feeling, starts at 5 years old (3yo fail)
Due to greater understanding of display rules
Allows them to fake emotions themselves

29
Q

Emotion regulation

A

Co-regulation: parent’s calm baby with soothing (necessary when they cannot do it themselves)
Rudimentary skills of regulation at 5 months old:
- Self-comforting (repetitive actions that feel good)
- Self-Distraction: (looking away from stimulus)
Learn to rely more on distraction than comforting in first few years of life

Middle Childhood (6-8yo): start relying on cognitive strategies and problem solving

Children with good regulation have higher well-being, more socially skilled, liked better by others, do better in school

Improves because of: motor development, increased parental expectations, cognitive development

30
Q

Emotions in Adoslescents

A

More moody, show more frequent high-intensity emotions than adults (both positive and negative)
Study shows happiness decreases over adolescence, sadness and anxiety increase (esp for girls), anger increases and then decreases at end of ado

Risk-taking peaks in middle of adolescence, declines in adulthood. This because of 2 brain regions (limbic system reward processing is heightened, and prefrontal cortex being immature gives less impulse control) = maturational imbalance between the two

31
Q

Temperament (Thomas)

A

Individual differences in emotion, self-regulation, activity level and attention. Consistent over time and contexts. Present from infancy

3 types by Thomas:
- Easy baby: 40%, adjust to new situations, quick routines, generally more cheerful
- Difficult baby: 10%, slow to adjust, react negatively to novelty, irregular routines
- Slow-to-warm-up baby: 15%, difficult at first but gets better

32
Q

Temperament as 5 dimensions

A

Assessed using parent/teacher responses and observing kids

  • Smiling and Laughter (positive response to a change)
  • Distress (negative response to a change)
  • Fear (experience unease to novelty
  • Attention span (attention for extended period of time)
  • Activity level (gross motor body movements)
33
Q

Parents’ Influences on Emotions

A

If parents express high level of negative: express more negative themselves, less socially competent, poorer emotion regulation.

Mirroring: validates and normalizes the child’s emotions, helps the child identify and understand their emotions
Still-Face study: became very distressed

Emotional Coaching: instructions to help children cope and appropriately express their emotions

4 types of reactions:
- Supportive (mirroring + emotional coaching)
- Critical (no mirroring and no coaching)
- Dismissive (coaching but no mirroring)
- Over-validating (mirroring but no coaching)

34
Q

Differential Susceptibility Hypothesis

A

Some kids are highly sensitive to both positive and negative
Sensitive temperament + negative home environment = negative outcome
Sensitive temperament + positive home environment = positive outcomes
Gives rise to the two extreme

35
Q

Features of Attachment system

A
  • Proximity maintenance and seeking (biologically motivated to stay close to caregiver)
  • Separation distress (activates attachment system)
  • Safe haven (provides comfort and safety, co-regulation, leads to deactivation of attachment system)
  • Secure base (allows to explore environment, cannot explore if attachment is activated)
36
Q

Strange Situation

A
  • Secure 60%, uses parent as secure base, upset at separation but easily soothed at reunion
  • Avoidant 15%, separates to explore, avoids parent at reunion, don’t prefer parent to stranger
  • Resistant 10%, wary of stranger even in presence of parent, extremely upset at separation, not soothed at reunion
  • Disorganized 15%, dissociates, confusing behaviour, want to approach behaviour but scared
37
Q

Parents to Determine attachment styles

A

Parenting:
- Parents of secure kids are supportive, affectionate, close contact. Kid learns proximity seeking is a good strategy
- Parents of avoidant are insensitive to signals, avoid close contact, angry or impatient. Proximity seeking is not a good strategy (Deactivates system, cope by hiding)
- Parents of resistant are inconsistent and seem overwhelmed. Proximity is sometimes good (hyper activates system, super vigilant to threat)
- Parents of disorganized are confusing the kid, harsh or abusive, struggle with mental health. Proximity seeking results in being scared, caregiver very unpredictable

38
Q

Genetics to Determine of attachment styles

A

Evidence for differential susceptibility (not styles directly).
Kids with at least 1 S allele (vs 2L) had more attachment disorganization if raised in institution, but less disorganization if raised in family

Means genes related to environmental sensitivity and parenting work together to affect vulnerability to insecure attachment

39
Q

Internal working model of attachment

A

Model of Self vs Model of Others:

  • Secure: positive self and positive others
  • Resistant anxious: Positive others negative self
  • Avoidant: positive self negative others
  • Disorganized: negative self and negative others
40
Q

Daycare on attachment

A

SECCYD Study of early child care and youth development
Results:
Attending child care had no effect on attachment security
Maternal support was strongest predictor
Day care only had effects if kid at risky home (low maternal sensitivity)
Means childcare can compensate by promoting attachment security

41
Q

Discipline

A

Set of behaviours parents choose. Only effective if it leads to internalization (learn and accept the reasons for desired behaviour) and it changed the kid’s behaviour to good
Need a balance between too little (disobeys and ignores you) and too much (only obeys by fear, and will continue of no risk of being caught)

2 dimensions:
- Discipline/control: how much they monitor through rules and consequences
- Support/warmth: mirror the kids and are responsive to them

42
Q

4 types of discipline

A
  • Authoritarian: high control low warmth. (cold and unresponsive to needs, use of threats and punishments). Creates histility in kids, low self-confidence, higher mental health problems, low social competence, delinquency.
  • Authoritative: High control high warmth (set clear limits but also allow autonomy). Leads to good self-confidence, social skills, good in school
  • Uninvolved: low warmth low control (disengaged, neglectful, focus on own needs). Mental health problems, low social competence, bad in school, insecure attachment.
  • Permissive: high warmth low control (overly lenient). High in impulsivity, bad in school, delinquency
43
Q

Mom vs dad parenting

A

Mom: spend 1.5 more hours with kid on average, more likely to provide physical care and emotional support
Dad: more likely to play
Both equally important, sensitivity from both is important

44
Q

Cultural differences in parenting

A

Italian parents more likely to yell
Kenyan parents more likely to threaten or use punishment, but least likely to take away privileges
Chinese parents more likely to be authoritarian (but it has fewer negative consequences on kid because it is the norm)

45
Q

Effect of kids on parenting

A

Bidirectional influence
Coercive cycle
Shared genes

46
Q

Family Structure

A
  • First time parents are older, more education and higher income, fewer children, less likely to divorce, more authoritative style
  • Same-sex parents: more and more, children are no different
  • Divorce: 35-42% of marriages, negatively affect kid at first. Internalizing symptoms (depression and anxiety), externalizing symptoms (aggression, disobedience, impulsivity). When divorce as young kids, showed more internalizing and externalizing than no divorce or older divorce. Older kids had poorer academic performances.
    However these negative effects don’t last
    Effects are worse if multiple changes, or ongoing conflict of parents and stepparents
    Good thing if there was a lot of conflict prior
  • Siblings: negative relationship predict more depression, more social withdrawal, more problem behaviours. Predictors of good relationship are siblings being treated equally, and parents getting along
  • SES: lower SES kids have lower academic achievement, more behavioural problems, more depression and anxiety (bc less time spent with parents, stress causes parents poor mental health and marital conflict). Higher SES kids have increased substance abuse, more delinquent behaviour, more depression and anxiety (parents spend more time at work, high pressure to achieve)

PSYC 304 (4 decks)

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