Module 2 Flashcards
takes place when the information interacts with the infant’s sensory receptors, which are the eyes, ears, tongue, nostrils, and skin.
Sensation
refers to the interpretation of what is sensed
Perception
proposed by Eleonor and James Gibson
Ecological View
Who proposed the ecological view?
Eleonor and James Gibson
our perceptual system can select from the rich information that the environment
itself provides.
Ecological View
We directly perceive information that exists in the world around us. “It connects perceptual capabilities to information available in the world of the perceiver” (Kellman & Arterberry, 2006, p. 112). Thus, perception brings us into contact with the environment so we can interact with and adapt to it (Kretch & Adolph, 2017). Perception is designed for action.
Ecological View
opportunities for interaction offered by objects that fit within our capabilities to perform activities
Affordances
children become more efficient at discovering and using affordances through
perceptual development
(better at crawling and walking) (p. 126)
The ability to relate and integrate information from two or more sensory modalities, such as vision and hearing, develops further in the first year of life
intermodal perception
pertain to large-muscle activities such as moving one’s arm and walking.
Gross Motor Skills
Involve finely tuned movements such as grasping a toy, using a spoon, buttoning a shirt, or activities that require finger dexterity.
Fine Motor Skills
infants assemble motor skills for perceiving and acting
Dynamic Systems Theory
Perception and action are coupled
Dynamic Systems Theory
Infant’s action results from different converging factors such as:
• Development of the nervous system
• Physical properties of the body and possibilities for movement
• Goal that the child is motivated to reach
• Environmental support for the skill
(Mnemonic: Dog Plays GEntly)
Development involves an ______ where an infant puts together a skill to achieve a goal within the constraints set by the infant’s body and environment
Active Process
(A clear example of how nature-nurture works together. )
Babies “actively construct their own cognitive worlds” and that “information is not just poured into their minds from the environment”
Piaget and Constructivism Theory
actions or mental representations that organize knowledge
Schemes
occurs when children use their existing schemes to deal with new information or experiences.
Assimilation
Occurs when children adjust their schemes to take new information and experiences into account.
Accommodation
Piaget’s theory is the grouping of isolated behaviors and thoughts into a higher-order system
Organization
Cognitive conflict or the child is constantly faced with counterexamples to his or her existing schemes and with inconsistencies
Disequilibrium
cognitive “balance”, when schemes are consistent with external
world
Equilibration or Self-Regulation
Process of Development
1 Sensorimotor (0-2)
2 Pre-operational (2-7)
3 Operational (7-11)
4 Formal Operational (11-adult)
Mnemonic: She Prays Openly Frequently
Know self is separate from objective environment
Decentration
Purposive action
Intentionality
Know objects exist outside of interaction with them
Object Permanence
Child learns to operate physically in the world
Infants learn through senses and motor activity
Sensorimotor Stage
List the Substages:
- Reflexive Schemes (0-1 m)
- Primary Circular Reactions (1-3 m)
- Secondary Circular Reactions (3-8 m)
- Coordination of Secondary Circular Reactions (8-12 m)
- TERTIARY CIRCULAR REACTIONS (12-18M)
- MENTAL REPRESENTATION (18-24 M)
(Mnemonic: Ready princess? So can travel meekly)
Substage: Infant interacts with the world entirely through reflexes (rooting, sucking, grasping)
Substage 1: Reflexive Schemes
Substage that Coordinates sensation & action
Substage 1: Reflexive Schemes (0-1 m)
• Learn to engage in reflex behavior even when the original stimulus is not present
Substage 1: Reflexive Schemes (0-1 m)
E.g. scheme for sucking extended - sucks fingers instead of nipple
Processes by which an infant learns to reproduce desired occurrences originally discovered by chance
Substage 2: Primary Circular Reactions (1-3 m)
Engages in repetitive pleasurable body movements
Substage 2: Primary Circular Reactions (1-3 m)
Activities focus on the infant’s body, and not on effects of the behavior on the environment
Substage 2: Primary Circular Reactions (1-3 m)
Beginnings of intentionality
Substage 2: Primary Circular Reactions (1-3 m)
Repeats events that occur outside of his body (still discovered by
accident)
Substage3:
Secondary Circular Reactions (3-8 m)
• Actions that bring interesting results, beyond the infant’s own body
Substage 3: Secondary Circular Reactions (3-8 m)
• Beginnings of decentration
Substage 3: Secondary Circular Reactions (3-8 m)
o Example: throws the toy repeatedly for the parents to bring back the toy (outside the body)
• Learned to generalize; emergence of intentionality and object permanence (search behavior)
Substage 4: Coordination of Secondary Circular Reactions (8-12 m)
• Behavior is more complex, deliberate, and purposeful
Substage 4: Coordination of Secondary Circular Reactions (8-12 m)
E.g.
• Example
o reach the preferred toy that they like.
o Entire body moving (crawling) to get that object (goal)
o Progress cognitive skills – object permanence and able to search and reach
o Deliberate and purposeful Actions
• Try out new behaviors, vary an action to get a similar result (e.g. stepping and squeezing)
SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)
• Emergence of true decentration
SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)
• Representational ability: ability to mentally represent objects/actions through symbols (words, numbers, mental pictures)
SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)
• Emergence of language, deferred imitation, pretend play
SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)
• Babies make the breakthrough to conceptual thought
SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)
• Examples
o Language development
o They understand what one time only means
o Kitchen Sets
• Infant engages in purposeful, inventive, trial-and-error exploration
SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)
Coordination of sensation and action through reflexive behaviors.
Substage 1: Reflexive Schemes (0-1 m)
Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). Main focus is still on the infants body.
Substage 2: Primary Circular Reactions (1-3 m)
Infants become more object-oriented, moving
beyond self-preoccupation; repeat actions that
bring interesting or pleasurable results.
Substage 3: Secondary Circular Reactions (3-8 m)
Coordination of vision and touch—hand-eye coordination; coordination of schemes and intentionality.
Substage 4: Coordination of Secondary Circular Reactions (8-12 m)
Infants become intrigued by the many properties of
objects and by the many things they can make
happen to objects; they experiment with new
behavior.
SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)
Infants develop the ability to use primitive symbols
and form enduring mental representations.
SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)
• The earliest and best developed sense
• Serves a protective function to keep baby
healthy and safe
• A way of gaining information
Senses
Touch is a way of gaining information
Least developed sense
Sight
characterized by regular bodily functions, a positive approach to new situations, adaptability, a positive mood, and a non-intense reaction to stimuli.
Easy Temperament
characterized by irregular bodily functions, withdrawal from new situations, slow adaptability, negative mood, and intense reaction. Highly Sensitive
Difficult Temperament
characterized by low activity level and low intensity of reaction although they also have a tendency to withdraw from new situations, slow adaptability, and somewhat negative mood.
Slow to warm up child
Difficult babies with an intense and highly reactive temperament tend to be crying a lot. They cry hard, they cry loudly and they are hard to soothe. They are also cranky babies. They tend to have sleep problems. They have a hard time falling and staying asleep. When they wake up in the middle of the night, they have trouble going back to sleep.
These difficult babies are also called colic, spirited, stubborn, or ___
high need babies.
people who have a predisposition or vulnerabilities to suffer from a psychological disorder require a lower threshold to trigger the disorder.
Diathesis-Stress Model
temperament by itself does not determine how a child will turn out because of its cross-over interaction with the environment7.
Differential Susceptibility
Means young children with a difficult temperament are disproportionately affected by parenting. They react more (more susceptible or more sensitive) to the quality of parenting than easy children, for better and for worse.
Differential susceptibility
when the parents show a low level of emotional and autonomy support
Bad parenting
Provides high emotional and autonomy support, is the best according to numerous studies
authoritative parenting
Babies develop a sense of the reliability of the people and objects in their world.
trust versus mistrust stage
will enable them to form healthy relationships
Trust
will enable them to protect themselves
Mistrust
Children develop the virtue of ____ if they learn to trust, believing that they can fulfill their needs and obtain their desires
hope
If ________ predominates, they will view the world as unfriendly and unpredictable and may have trouble forming relationships.
mistrust
To develop trust, the key element is to provide babies with
sensitive, responsive, and consistent caregiving
(Mnemonic: Saints Really Care)
Erikson characterized the second stage of psychosocial development that occurs in late infancy and toddlerhood (1 to 3 years)
autonomy vs. shame and doubt
After they gain trust in their caregivers, infants now discover that their behavior is their own. They begin to assert their sense of independence or autonomy. They begin to realize their own will.
autonomy vs. shame and doubt
If infants and toddlers are restrained too much or punished too harshly, they may develop
Shame and doubt
Who emphasized the importance of attachment between caregiver and infant during the first few months of life
John Bowlby
A close emotional bond between two people. It is an important aspect of infants’ socioemotional development.
Attachment
Children are born with __________ that will draw caregivers to them
Mechanisms
Infant behaviors like crying, smiling, clinging and cooing all get a response from adults.
a simple mental model of the caregiver, their relationship, and the self as one deserving of nurturant care.
internal working model of attachment,
A key component to attachment because the adults’ consistency of it allows the child to develop a sense of security.
Reponsiveness
internal representation or schema of the OTHER and SELF in
relationship
Internal Working Model (IWM)
mental representation formed through a child’s early experiences
with their primary caregiver
Internal Working Model (IWM)
Three Main Features of IWM
- a model of others as being trustworthy
- a model of the self as valuable
- a model of the self as effective when interacting with others
(Mnemonic: TV Excited)
Child becomes distressed when parents leave, but is easily comforted when parent returns
Secure
Child is not distressed when parents leave and ignores parent when they return. This is the child’s covert way of managing their anxiety
Avoidant
Child is distressed when the parent leaves, and seeks to punish the parent by displaying overt feelings such as behavior
Anxious-Resistant
Child does not have a predictable pattern of achievement, includes child who displays signs of depression and disturbing behavior
Disorganized
