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Child and Adolescent Development > midterm 2 > Flashcards

midterm 2 Flashcards

1
Q

at what age is language mastered (generally)?

A

5 yrs

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2
Q

langauge

A

a socially shared code, used to communicate; uses arbitrary symbols and rules that govern combinations of these symbols (symbolic, structured, and meaningful)

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3
Q

language is characterized by ___ and ___

A

displacement; generativity

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4
Q

displacement

A

discuss things NOT in the here and now

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5
Q

generativity

A

can generate novel things

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6
Q

modularity

A

language is made up of distinct rule-based systems

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7
Q

when we use language, we are demonstrating our ___ ___

A

linguistic competence

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8
Q

rules of language are inferred from ___

A

behaviour

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9
Q

phonology

A

study of phonemes and how they are combined

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10
Q

phonemes

A

speech sounds; smallest unit of speech that can change meaning; “categories of sound”

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11
Q

morphology

A

rules that govern the make-up of words

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12
Q

morphemes

A

smallest linguistic unit with meaning (eg: words, -er, re-)

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13
Q

types of morphemes (2)

A

(1) free and (2) bound

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14
Q

___ develop in very predictable ways

A

morphemes

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15
Q

English is what types of language (structure)?

A

SV-O (subject, verb, object)

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16
Q

syntax

A

rules that specify how we combine words (order them) to produce various snetence types

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17
Q

semantics

A

meaning and lexical organization

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18
Q

pragmatics

A

rules about social use of language

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19
Q

lexicon

A

internal store of words (sound, meaning and spelling)

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20
Q

components of th einteractionist perspective on language development (3)

A

(1) biological maturation, (2) environment and (3) cognitive development

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21
Q

LAD

A

language acquisition device (outdated idea)

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22
Q

LMC

A

language making capacity (new version of LAD)

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23
Q

IDS

A

infant-directed speech (aka motherese)

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24
Q

infant-directed speech (IDS) (4)

A

(1) exaggerated pitch, (2) loudness, (3) decreased rate and (4) increased repitition

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25
Q

syntax and semantics require ___

A

exposure

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26
Q

IDS is ___, but do not ___ ___

A

good; simplify syntax

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27
Q

we prefer mother’s voice and native language by how old?

A

4 days

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28
Q

we can distinguish difficult contrasts from many languages by what age?

A

2 months

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29
Q

Attunement theory (Werker and Tees)

A

non-native distincitons decline in latter parts of 1st year and natuve distinctions improve

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30
Q

when does cooing (vowel sounds) occur?

A

0-2 months

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31
Q

when does babbling (consanant sounds) occur?

A

2-8 months

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32
Q

when is babbling reduplicated?

A

7-8 months

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33
Q

when does sophisticated babbling with intonation and varying phenomes occur?

A

8-11 months

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34
Q

when are single words first produced?

A

12-18 months

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35
Q

Thomas & Chess’s (1977) temperament profiles (3)

A

(1) the easy child, (2) the slow-to-warm-up child and (3) the difficult child

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36
Q

what is the distribution of temperament styles?

A

easy: 40%
slow-to-warm-up: 15%
difficult: 10%
doesn’t fit a group: 1/3

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37
Q

what fraction of “difficult” preschoolers have behaivoural issues in school?

A

2/3

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38
Q

what fraction of “easy” preschoolers have behaivoural issues in school?

A

1/5

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39
Q

is temperament stable?

A

there is SOME stability but it’s not 100%

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40
Q

self-regulation

A

ability to monitor and control our own behaviour, emotions or thoughts

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41
Q

what are effects of difficulty with self- regulation? (4)

A

(1) risk of alcohol issues, (2) risk of drug issues, (3) risk of gambling issues and (4) ADD diagnosis in school

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42
Q

inhibitied (shy) children

A

react negatively and withdraw from novel stimuli

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43
Q

sociable children

A

display positive emotions to and aprroach novel stimuli

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44
Q

shyness (inhibited vs sociable) is linked to which three areas of neurology?

A

(1) amygdala, (2) RH frontal lobe and (3) neural circuit for shyness

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45
Q

what is shyness linked to? (2)

A

(1) neurology and (2) parenting

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46
Q

“goodness of fit” model

A

between a child and parents- a good match leads to more adaptive functioning (temperament change)

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47
Q

postive parent attributes for a difficult child (3)

A

(1) patient, (2) sensitive and (3) demanding

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48
Q

negative parent attributes for a difficult child (3)

A

(1) irritable, (2) impatient and (3) demanding

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49
Q

According to Bowlby, attachemnt is…

A

being comforted bynearness/ desire to maintain proximity (strong affectionate tie/ close emotional relationship)

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50
Q

ethological theory of attachment

A

attachment is an evolved response that promotes survival

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51
Q

according to the ethological theory, how does attachment promote survival? (3)

A

(1) emotional development, (2) feelings of security and (3) capacity for future relationships

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52
Q

when does seperation anxiety appear?

A

6-8 months

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53
Q

when does seperation anxiety peak?

A

14-18 months

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54
Q

link between separation anxiety and attachment

A

positive association

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55
Q

When is the strange situation test done?

A

1-2 years

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56
Q

episodes of the Strange Situation Test (8)

A

(1) experimentat introduces parent and baby to playroom and leaves, (2) parent sits while baby plays, (3) stranger enters, sits and talks to parent, (4) parent leaves, stranger offers comfort if the baby is upset, (5) parent returs, greets baby and offers comfort if baby is upset; stranger leaves, (6) parent leaves room, (7) stranger enters and offers comforts and (8) parent returns, greets baby and offers comfort if necessary, encourages baby to play with toys

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57
Q

attachment quality is judged from ___ and ___ responses in the Strange Situation Test

A

seperation; reunion

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58
Q

classifications of attachment (4)

A

(1) secure, (2) avoidant, (3) resistant and (4) disorganized/disoriented

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59
Q

secure attachement

A

65%; explores room and responsive to stranger in parent’s presence, may be upset when parent leaves, calmed by return; more attached to caregiver than a stranger

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60
Q

avoidant attachment

A

20%; seeks little contact with parent, not upset when they leave; treats stranger in same way as caregiver

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61
Q

resistant attachment

A

10-15%; seeks closeness with parent present, fairls to explore, usually idstressed with departure, but not comforted by return (often angry); weary of strangers even with parent present

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62
Q

disorganzied/disoriented attachement

A

5%; most stressed by procedure, apparent confusion of whether to approach or avoid parent; show patterns of both resistant and avoidant children

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63
Q

for what SES is attachment most stable?

A

middle-upper SES

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64
Q

for what SES is attachment least stable and in what way?

A

low SES homes; may move from security to insecurity or move aroudn insecure patterns

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65
Q

which attachment classification is most stable?

A

disorganized/disoriented attachement (associated with child abuse)

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66
Q

Ainsworth’s (1979) caregiving hypothesis

A

initial attachmetn depends more on caregiver than child

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67
Q

parents who describe their own childhood as one of ___ attachment tend to rpovide parenting that is ___ and promotes ____

A

secure; sensitive; attachment

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68
Q

caregiver profiles of avoidant babies (2)

A

(1) impatient, unresponsive, negative affect or (2) over-stimulaitng, but not tuned-in to infant signals

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69
Q

caregiver profile of resistant babies

A

associated with inconsistent parenting

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70
Q

caregiver profile of disorganized/disoriented babies

A

can be related to neglectabuse but not always

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71
Q

how does childcare/daycare impact attachment?

A

overall, not much, but less sensitive parenting combined with higher hours and/or lower qulaity of childcare, reuslts in less secure attachment profiles

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72
Q

what aspects of “quality of care” matters in child care? (4)

A

(1) worker:child ratio, (2) training, (3) oversight and (4) stability of staff

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73
Q

preschooles with >30 hours/week in daycare show… (2)

A

(1) increased aggression and (2) lower vocabulary

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74
Q

longer parental leave is associated with ___ attachment

A

increased

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75
Q

aspects of parenting (2)

A

(1) acceptance (responsiveness) and (2) control (demanding)

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76
Q

parenting styles (4)

A

(1) authoritative, (2) authoritarian, (3) permissive and (4) uninvolved

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77
Q

authoritative parenting

A

high control and acceptance

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78
Q

authoritarion parenting

A

high control and low acceptance

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79
Q

permissive parenting

A

low control and high acceptance

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80
Q

uninvolved aprenting

A

low control and acceptance

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81
Q

which is better, authoritative or authoritarian parenting?

A

authoritative

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82
Q

child outcomes for permissive parenting

A

poor impulse control/ self-regulation

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83
Q

child outcomes for uninvolved parenting (4)

A

(1) aggression, (2) poor academic performance, (3) antisocial behaviour as adolescents and (4) high-risk behaivour in adolescents

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84
Q

good parenting is…

A

consisten, accepting/responsive with reasonable demands and limits

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85
Q

habituation

A

becoming unresponsive to a stimulus upon repeated presentation

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86
Q

sensation

A

detection of timuli by sensory receptor and transmission to brain

87
Q

perception

A

interpretation of sensory input

88
Q

testing infants (5)

A

(1) preferrential looking, (2) facial expressions, (3) habituation, (4) sucking rate and (5) heart rate

89
Q

we are highly snesitive to ___, ___ and ___ in infancy

A

smell; taste; touch

90
Q

differences in infant hearing (2)

A

(1) higher auditory threshold and (2) greater sensitivity to speech sounds

91
Q

how far is our vision in the first month of life?

A

infants see at 6m what adulsts see at 60-120m

92
Q

by what age do we have 20/20 vision?

A

first birthday

93
Q

when do we develop colour vision?

A

first 3 months

94
Q

what kind of forms do babies prefer to look at?

A

complex; faces

95
Q

when can infants discriminate between pictures of faces?

A

3 months

96
Q

when do we show preference for “attractive” faces?

A

3 months +

97
Q

why do babies prefer “attractive” faces?

A

symmetry

98
Q

depth perception is tied to ___ ___

A

motor development (crawling)

99
Q

how do we test depth perception in babies?

A

visual cliff experiment

100
Q

intermodal perception

A

combing sensory stimuli from more than one sensory system

101
Q

what is a sign of intermodal perception in babies?

A

being able to use a sensory system to identify an object familiar through another sensory system

102
Q

reaching is the combination of what sensory systems (intermodal perception)?

A

touch and vision

103
Q

how do we test for intermodal perception in babies?

A

virtual objects study

104
Q

when do we develop intermodal perception?

A

8-31 days

105
Q

perception is dependent on what?

A

experience with the environment

106
Q

learning

A

a change in behaivour as a result of experience or practice

107
Q

early learning is called….

A

habituation

108
Q

habituation is linked to the development of what brain structure?

A

cerebral cortex

109
Q

is habituation good in babies?

A

YES

110
Q

classical conditioning

A

pairing a NS with an US to create a CR

111
Q

operant conditioning

A

response -> reinforcement/ punishment

112
Q

issues with punishment (operant conditioning) (3)

A

(1) timing, (2) strength and (3) rationale

113
Q

Bandura is associated with what?

A

observational and social learning

114
Q

when do we start modeling/imitating

A

2-3 weeks

115
Q

when do we start showing delayed or deffered imiation?

A

9-14 months

116
Q

delay or deffered imitation

A

retaining mental representations

117
Q

what ahppens when parents eventually give in to “bad” behaviour?

A

positive reinforcement for the behaviour, negative reinforcement and all at variable ratio (BAD; TRIPLE WAMMY)

118
Q

cognition

A

activity of knowing and the mental processes used to acquire knowledge and solve problems

119
Q

cognitive development

A

changes that occur in these mental skills and abilities over the course of life

120
Q

scheme

A

interal cognitive sturcture or pattern of thought

121
Q

Piaget was a ___ who believed that cognitive development was based on the (_)___ of schemes and ___ stages related to ____

A

constructivist; (re)organization; invariant; biology

122
Q

according to Piaget, what are cognitive processes?

A

schema; theories of the child; mental structures that help us interpret the world

123
Q

assimilation

A

integrating with existing schemes

124
Q

accomodation

A

creating or changing schemes to integrate new experiences

125
Q

equilibrium

A

more time assimilating

126
Q

disequilibrium

A

more time accomodating; (re)organization of schemes

127
Q

according to Piaget, cognitive growth comes from ___ (equilibrium/disequilibrium)

A

disequilibrium

128
Q

Piaget’s four stages

A

(1) sensorimotor (0-2), (2) preoperational (2-7), (3) concrete-operational (7-11) and (4) formal-operational (11/12+)

129
Q

stages of Piaget’s sensorimotor period (6)

A

(1) reflexive schemes (0-1month), (2) primary circular reactions (1-4months), (3) secondary circular reactions (4-8months), (4) coorination of secondary circular reactions (8-12months), (5) tertiary circular reactions (12-18months) and (5) mental representation (18+ months)

130
Q

tertiary circular reactions

A

actions on objects for experiments; trying novel actions on familiar objects (12-18months)

131
Q

primary circular reactions

A

accidently movement that self-reinforces causing the baby to repeat (1-4months)

132
Q

secondary circular reactions

A

accidently movement involving an OBJECT that self-reinforces causing the baby to repeat (4-8months)

133
Q

coordination of secondary circular reactions

A

beginning of goal-directed behaviour and object permanence (8-12months)

134
Q

example of a mental representation

A

language

135
Q

preoperational stage

A

symbolic thought but no “operations”; 2-7 years

136
Q

operations

A

initial mental activity involved in lgoical thinking; mental representations for logical rules/ strategies

137
Q

egocentrism

A

view from only your own perspecive

138
Q

what test is done to check egocentrism/ preoperational stage?

A

3 Mountain Problem

139
Q

periods within Piaget’s preoperational stage (2)

A

(1) preconceptual period (2-4years) and (2) intuitive period (4-7years)

140
Q

preconceptual period

A

symoblic function (make one thing stand for another)

141
Q

what type of play is important in the preconceptual period?

A

sociodramatic play and pretend-play because it helps with symbolic function and coordinating with others

142
Q

intuitive period

A

thinking about objects is dominanted by salient features

143
Q

what test is done on kids in the intuitive period of the preoperational stage?

A

conservation studies

144
Q

centration

A

we only focus on one aspect of a stimulus

145
Q

sociodramatic play is correlated with… (6)

A

(1) competence, (2) attention, (3) memory, (4) language, (5) literacy and (5) creativity

146
Q

why do kids in the preoperational stage struggle with conservation? (2)

A

(1) centration and (2) lack of cognitive operations to overcome initial perception

147
Q

what needs to be developed to manage conservation tasks? (2)

A

(1) decentration and (2) reversability

148
Q

decentration

A

focus on more than one aspect of a stimulus

149
Q

concrete operational stage (7-11years)

A

conservation, decentration, reversability, less egocentric; RELATIONAL LOGIC

150
Q

relational logic

A

eg: greater than, less than, mental seriation (ordering)

151
Q

formal operational stage (11/12+)

A

mental actions performed on ideas and propositions; hypothetical thinking, deductive reasioning and creative/ abstract thought

152
Q

educational applications of Piaget (2)

A

(1) discovery-based education (eg. montesory) and (2) critical thinking and hypothesis testing

153
Q

sociocultural theory

A

cognitive development is culturally based

154
Q

Vygotsky’s idea of cognitive growth

A

cognitive growth/skills come from social interactions and skilled partners

155
Q

we are born with ___ mental functions which are transformed into ___ mental functions

A

elementary; higher

156
Q

according to Vygotsky, our learning starts at what? and shifts to what?

A

shifts from social to individual learning

157
Q

educational application of Vygotsky

A

(1) individualized assesment (ZPD), (2) guided aprticipation/ structured activities/ collaborative elarning with MKO and (3) scaffolding

158
Q

MKO

A

more knowledgable other

159
Q

scaffolding

A

artifical support for learning

160
Q

Vygotsky’s “dialogues”

A

model behaviour + verbal instruction

161
Q

difference in perception of private self-talk (P vs V)

A

P: reflection of phase; egocentric; no big deal
V: driving force; step toward self-regulation; guided cognitvie growth

162
Q

who advocates for self-exploration, P or V

A

Piaget

163
Q

who advocates for guided/ cooperative learning, P or V?

A

Vygotsky

164
Q

according the the Information Processing perspective, what is the mind?

A

a complex symbol manipulating system, aka a computer

165
Q

encoding

A

storing as symbols

166
Q

recording

A

changing mental representations/ symbols

167
Q

decoding

A

interpreting

168
Q

(multi)store model of memory (3)

A

(1) sensory register, (2) short term store (WM) and (3) long term memory

169
Q

What did Baddeley’s working memory model add to the (multi)store model of memory? (2)

A

(1) central executive (CE) and (2) modality-specific buffers

170
Q

central executive

A

allocates attention to the memory system (processor)

171
Q

components of memory development (5)

A

(1) capacity, (2) strategies, (3) inhibition and executive functioning, (4) automaticity and (5) processing speed

172
Q

memory strategies

A

goal-directed and deliberatley implemented mental operations; on purpose, for a purpose

173
Q

deficiences in memory strategies (2)

A

(1) production deficiency and (2) utilization deficiency

174
Q

development of memory stages can be taught and is not “___-__”

A

stage-like

175
Q

sum strategy

A

4+3= 1,2,3,4,5,6,7

176
Q

minimum strategy

A

4+3=4,5,6,7

177
Q

adaptive strategy choice model

A

multiple strategies to choose from; choice depends on task and cognitive demands

178
Q

inhibitory and executive functioning

A

prevents task-irrelevant information from interferring; control and allocation of attention; icreases gradually with cognitive development (individual development)

179
Q

automaticity

A

working memory involved in tasks/problem solving initially but with experience, it becomes automatized and requires less cognitive resources

180
Q

Patricia Miller’s inhibitory and executive funciton study

A

using her advent house with animals and household objects, she showed that with increased inhibitory and executivy functioning we are better at remembering what we were told to but worse at outside information

181
Q

processing speed

A

linked to experience and myelin sheathing; generally increases with age to adolescence

182
Q

core-knowledge thoeries

A

proposes distinct domains of knowledge acquired in development; some forms of knowledge are so important for survival that learning of these is simpified (eg. language, objects, people, living things…)

183
Q

understandings in core domains (3)

A

(1) objects and their properties, (2) living things and (3) people

184
Q

theory of mind

A

awareness of relation between mind and behaviour; behaviour is linked to indivdual thoughts and experiences

185
Q

autobiographical memory

A

significant events/experiences in ones life

186
Q

necessary developments for autobiogrpahical memory (2)

A

(1) clear self-image and (2) ability to create a time-organized life story (conceptually and linguistically)

187
Q

infantile amnesia

A

no memory before age 2-3; sense of self? mediated by language? frontal cortex development

188
Q

issues with preschool age eyewitnesses (5)

A

(1) difficulty with language comprehension/ questions, (2) can be misled by phrasing of quesions that imply what happened, (3) more likely to say yes to Yes/No questions, (4) poor at source monitoring and (5) weaker autobriographical memories

189
Q

special considerations for young eye witnesses (5)

A

(1) interview as soon as possible, (2) open ended questions, (3) consistent reinforcement (carefully), (4) non-biased language and (5) practice for children

190
Q

children’s first words are usually… (4)

A

(1) nouns, (2) things they have interacted with, (3) moving things and/or (4) familiar words/greetings

191
Q

idiomorphs

A

made up words that sound real; sound approximations

192
Q

holophrase

A

single word utterance that expresses more meaning than that of the used word

193
Q

within 6 months of our 1st word, how many do we learn?

A

around 200

194
Q

QUIL

A

quick incidental learning

195
Q

fast-mapping/ quick incidental learning

A

mental process whereby a new concept is learned based only on minimal exposure to a given unit of information.

196
Q

when we are fast mapping, sounds are connected/mapped to ___

A

meaning

197
Q

categories of error when we learn language (2)

A

(1) meaning and (2) pronounciation

198
Q

types of meaning errors in language learning (2)

A

(1) overextension and (2) underextension

199
Q

overextension

A

specifics used to define broader set

200
Q

underextension

A

using a general word only for specific things

201
Q

intensive language stimulation

A

talking to kids A LOT

202
Q

how do we learn words? (3)

A

(1) story books, (2) intensive language stimulation and (3) self/parallel talk (narration)

203
Q

what types of videos are not helpful for lanugage learning? (2)

A

(1) general cartoons and (2) Baby Einstein videos

204
Q

how do you increase vocab learning from video watching?

A

have kids watch with an adult

205
Q

telegraphic speech

A

missing some morphemes/morphology/grammer; eg. “he run”

206
Q

when do we start combining words?

A

18-24 months

207
Q

process of language learning in first 2 years (3)

A

phonology and first words -> early combos -> morphology

208
Q

what area of language is mastered in preschool years?

A

morphology

209
Q

morphological errors (2)

A

(1) over-regularization and (2) inconsistent use of irregular forms

210
Q

over-regularization

A

overextend rules to irregular cases; eg. eated, tooths

211
Q

syntax

A

rules of transformational grammer; eg. asking questions

212
Q

language development after 5 years old (5)

A

(1) long and more complex sentences, (2) lexical expansion and reorganization, (3) morphological rules to build new words, (4) metalinguistics and (5) pragmatics

213
Q

metalinguistics

A

conscious awareness of language

Child and Adolescent Development (1 decks)

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