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Development Psychology > Module 2 > Flashcards

Module 2 Flashcards

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1
Q

takes place when the information interacts with the infant’s sensory receptors, which are the eyes, ears, tongue, nostrils, and skin.

A

Sensation

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2
Q

refers to the interpretation of what is sensed

A

Perception

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3
Q

proposed by Eleonor and James Gibson

A

Ecological View

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4
Q

Who proposed the ecological view?

A

Eleonor and James Gibson

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5
Q

our perceptual system can select from the rich information that the environment
itself provides.

A

Ecological View

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6
Q

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.

A

Ecological View

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7
Q

opportunities for interaction offered by objects that fit within our capabilities to perform activities

A

Affordances

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8
Q

children become more efficient at discovering and using affordances through

A

perceptual development

(better at crawling and walking) (p. 126)

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9
Q

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

A

intermodal perception

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10
Q

pertain to large-muscle activities such as moving one’s arm and walking.

A

Gross Motor Skills

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11
Q

Involve finely tuned movements such as grasping a toy, using a spoon, buttoning a shirt, or activities that require finger dexterity.

A

Fine Motor Skills

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12
Q

infants assemble motor skills for perceiving and acting

A

Dynamic Systems Theory

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13
Q

Perception and action are coupled

A

Dynamic Systems Theory

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14
Q

Infant’s action results from different converging factors such as:

A

• 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)

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15
Q

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

A

Active Process

(A clear example of how nature-nurture works together. )

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16
Q

Babies “actively construct their own cognitive worlds” and that “information is not just poured into their minds from the environment”

A

Piaget and Constructivism Theory

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17
Q

actions or mental representations that organize knowledge

A

Schemes

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18
Q

occurs when children use their existing schemes to deal with new information or experiences.

A

Assimilation

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19
Q

Occurs when children adjust their schemes to take new information and experiences into account.

A

Accommodation

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20
Q

Piaget’s theory is the grouping of isolated behaviors and thoughts into a higher-order system

A

Organization

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21
Q

Cognitive conflict or the child is constantly faced with counterexamples to his or her existing schemes and with inconsistencies

A

Disequilibrium

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22
Q

cognitive “balance”, when schemes are consistent with external
world

A

Equilibration or Self-Regulation

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23
Q

Process of Development

A

1 Sensorimotor (0-2)
2 Pre-operational (2-7)
3 Operational (7-11)
4 Formal Operational (11-adult)

Mnemonic: She Prays Openly Frequently

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24
Q

Know self is separate from objective environment

A

Decentration

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25
Q

Purposive action

A

Intentionality

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26
Q

Know objects exist outside of interaction with them

A

Object Permanence

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27
Q

Child learns to operate physically in the world
Infants learn through senses and motor activity

A

Sensorimotor Stage

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28
Q

List the Substages:

A
  1. Reflexive Schemes (0-1 m)
  2. Primary Circular Reactions (1-3 m)
  3. Secondary Circular Reactions (3-8 m)
  4. Coordination of Secondary Circular Reactions (8-12 m)
  5. TERTIARY CIRCULAR REACTIONS (12-18M)
  6. MENTAL REPRESENTATION (18-24 M)

(Mnemonic: Ready princess? So can travel meekly)

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29
Q

Substage: Infant interacts with the world entirely through reflexes (rooting, sucking, grasping)

A

Substage 1: Reflexive Schemes

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30
Q

Substage that Coordinates sensation & action

A

Substage 1: Reflexive Schemes (0-1 m)

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31
Q

• Learn to engage in reflex behavior even when the original stimulus is not present

A

Substage 1: Reflexive Schemes (0-1 m)

E.g. scheme for sucking extended - sucks fingers instead of nipple

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32
Q

Processes by which an infant learns to reproduce desired occurrences originally discovered by chance

A

Substage 2: Primary Circular Reactions (1-3 m)

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33
Q

Engages in repetitive pleasurable body movements

A

Substage 2: Primary Circular Reactions (1-3 m)

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34
Q

Activities focus on the infant’s body, and not on effects of the behavior on the environment

A

Substage 2: Primary Circular Reactions (1-3 m)

35
Q

Beginnings of intentionality

A

Substage 2: Primary Circular Reactions (1-3 m)

36
Q

Repeats events that occur outside of his body (still discovered by
accident)

A

Substage3:
Secondary Circular Reactions (3-8 m)

37
Q

• Actions that bring interesting results, beyond the infant’s own body

A

Substage 3: Secondary Circular Reactions (3-8 m)

38
Q

• Beginnings of decentration

A

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)

39
Q

• Learned to generalize; emergence of intentionality and object permanence (search behavior)

A

Substage 4: Coordination of Secondary Circular Reactions (8-12 m)

40
Q

• Behavior is more complex, deliberate, and purposeful

A

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

41
Q

• Try out new behaviors, vary an action to get a similar result (e.g. stepping and squeezing)

A

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

42
Q

• Emergence of true decentration

A

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

43
Q

• Representational ability: ability to mentally represent objects/actions through symbols (words, numbers, mental pictures)

A

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

44
Q

• Emergence of language, deferred imitation, pretend play

A

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

45
Q

• Babies make the breakthrough to conceptual thought

A

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

• Examples
o Language development
o They understand what one time only means
o Kitchen Sets

46
Q

• Infant engages in purposeful, inventive, trial-and-error exploration

A

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

47
Q

Coordination of sensation and action through reflexive behaviors.

A

Substage 1: Reflexive Schemes (0-1 m)

48
Q

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.

A

Substage 2: Primary Circular Reactions (1-3 m)

49
Q

Infants become more object-oriented, moving
beyond self-preoccupation; repeat actions that
bring interesting or pleasurable results.

A

Substage 3: Secondary Circular Reactions (3-8 m)

50
Q

Coordination of vision and touch—hand-eye coordination; coordination of schemes and intentionality.

A

Substage 4: Coordination of Secondary Circular Reactions (8-12 m)

51
Q

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.

A

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

52
Q

Infants develop the ability to use primitive symbols
and form enduring mental representations.

A

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

53
Q

• The earliest and best developed sense
• Serves a protective function to keep baby
healthy and safe
• A way of gaining information

A

Senses

Touch is a way of gaining information

54
Q

Least developed sense

A

Sight

55
Q

characterized by regular bodily functions, a positive approach to new situations, adaptability, a positive mood, and a non-intense reaction to stimuli.

A

Easy Temperament

56
Q

characterized by irregular bodily functions, withdrawal from new situations, slow adaptability, negative mood, and intense reaction. Highly Sensitive

A

Difficult Temperament

57
Q

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.

A

Slow to warm up child

58
Q

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 ___

A

high need babies.

59
Q

people who have a predisposition or vulnerabilities to suffer from a psychological disorder require a lower threshold to trigger the disorder.

A

Diathesis-Stress Model

60
Q

temperament by itself does not determine how a child will turn out because of its cross-over interaction with the environment​7​.

A

Differential Susceptibility

61
Q

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.

A

Differential susceptibility

62
Q

when the parents show a low level of emotional and autonomy support​

A

Bad parenting

63
Q

Provides high emotional and autonomy support, is the best according to numerous studies

A

authoritative parenting

64
Q

Babies develop a sense of the reliability of the people and objects in their world.

A

trust versus mistrust stage

65
Q

will enable them to form healthy relationships

A

Trust

66
Q

will enable them to protect themselves

A

Mistrust

67
Q

Children develop the virtue of ____ if they learn to trust, believing that they can fulfill their needs and obtain their desires

A

hope

68
Q

If ________ predominates, they will view the world as unfriendly and unpredictable and may have trouble forming relationships.

A

mistrust

69
Q

To develop trust, the key element is to provide babies with

A

sensitive, responsive, and consistent caregiving

(Mnemonic: Saints Really Care)

70
Q

Erikson characterized the second stage of psychosocial development that occurs in late infancy and toddlerhood (1 to 3 years)

A

autonomy vs. shame and doubt

71
Q

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.

A

autonomy vs. shame and doubt

72
Q

If infants and toddlers are restrained too much or punished too harshly, they may develop

A

Shame and doubt

73
Q

Who emphasized the importance of attachment between caregiver and infant during the first few months of life

A

John Bowlby

74
Q

A close emotional bond between two people. It is an important aspect of infants’ socioemotional development.

A

Attachment

75
Q

Children are born with __________ that will draw caregivers to them

A

Mechanisms

Infant behaviors like crying, smiling, clinging and cooing all get a response from adults.

76
Q

a simple mental model of the caregiver, their relationship, and the self as one deserving of nurturant care.

A

internal working model of attachment,

77
Q

A key component to attachment because the adults’ consistency of it allows the child to develop a sense of security.

A

Reponsiveness

78
Q

internal representation or schema of the OTHER and SELF in
relationship

A

Internal Working Model (IWM)

79
Q

mental representation formed through a child’s early experiences
with their primary caregiver

A

Internal Working Model (IWM)

80
Q

Three Main Features of IWM

A
  1. a model of others as being trustworthy
  2. a model of the self as valuable
  3. a model of the self as effective when interacting with others

(Mnemonic: TV Excited)

81
Q

Child becomes distressed when parents leave, but is easily comforted when parent returns

A

Secure

82
Q

Child is not distressed when parents leave and ignores parent when they return. This is the child’s covert way of managing their anxiety

A

Avoidant

83
Q

Child is distressed when the parent leaves, and seeks to punish the parent by displaying overt feelings such as behavior

A

Anxious-Resistant

84
Q

Child does not have a predictable pattern of achievement, includes child who displays signs of depression and disturbing behavior

A

Disorganized

Development Psychology (4 decks)

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