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Developmental Psychology > Module 3 - Infant Cognitive Development > Flashcards

Module 3 - Infant Cognitive Development Flashcards

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1
Q

Piaget’s Cognitive Development Theory: The Sensorimotor Stage

A
  • Birth - 2 years old
  • Act & understand the world using sensorimotor or behavioural schemes
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2
Q

Piaget - Sensorimotor Substages: Birth - 1 Month old

A

Reflexive schemes - Newborn reflexes

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3
Q

Piaget - Sensorimotor Substages: 1 - 4 Months

A

Primary circular reactions - Simple motor habits centered around own body

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4
Q

Piaget - Sensorimotor Substages: 4 - 8 Months

A

Secondary circular reactions - Repititon of interesting effects; imitation of familiar behaviours

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5
Q

Piaget - Sensorimotor Substages: 8 - 12 Months

A

Coordination of secondary circular reactions - Intentional, goal-directed behaviour, beginning object permanence

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6
Q

Piaget - Sensorimotor Substages: 12 - 18 Months

A

Tertiary circular reactions - Exploration of object properties through novel actions

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7
Q

Piaget - Sensorimotor Substages: 18 Months- 2 years

A

Mental representation - internal depictions of objects and events; advanved object permanence (invisible displacement)

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8
Q

Object permanence - Developmental progression

A

Under 6 months - no object permanence
8-12 months - search but A-not-B errors (child will search where an object was last found, not where it was moved to)

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9
Q

Piaget - Critisisms of theory

A
  • Underestimated infant abilities
  • Evidence of some conceptual understanding before motor skills
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10
Q

Informaiton processing Perspecitve

A

“Central Executive”
Stimulus Input > Sensory Register > Attention > Short-term Memory Store > Storage . Long-term Memory Store > Response Output

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11
Q

Sensory Register

A

Represents sights and sounds directly and stores them briefly

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12
Q

Short-Term Memory Store

A

Holds limited amount of information that is worked on to facilitate memroy and problem solving

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13
Q

Long-Term Memory Store

A

Stores information permanently

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14
Q

Central Executive

A
  • Conscious part of the mind
  • Coordinate incoming information with information in the system
  • Controls attentions
  • Selects, applies & monitors the effectiveness of stategies
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15
Q

Cognitive Gains: Infancy to Toddlerhood - Attention

A
  • Improves efficiency and ability to focus
  • Less attractions to novelty, imporved systained attention
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16
Q

Cignitive Gains: Infancy to Toddlerhood - Memory

A
  • Longer retentional intervals
  • Development of recall by econd half of first year
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17
Q

Cignitive Gains: Infancy to Toddlerhood - Categorisation

A
  • Gradual shift from perception to conceptual categorisation in toddlerhood
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18
Q

Sociocultural Theory - Vygotsky

A

Knowledge is constructed via;
- Collective dialogues
- Collabrotive learning
- Guided participation, scaffolding
- Imitation

Child is known as “little apprentice”
Emphasised social mediation of cognitive construction

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19
Q

Zone of Proximal Development

A

Performance lelve past independant performance that can be performed with help. Past this, the kevek us too advanced

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20
Q

Language development: Nativist Approach

A

Chomsky - 1957
Language Acquisition Device (LAD)
- Universal grammar is hard-wired
- Maturational unfoldling
- Fine-tuned by experience
Evidence: Universal aspects of early language, uniquely human, specialised area left hemisphere, 6-12 years sensitive period

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21
Q

Critique of Nativist Approch

A
  • Hard to identify universal grammer
  • Slower and more error-prone lenguage acquisition than innate ability would predict
  • Learning is important in language
  • Brain plasticity shows other areas of brain capable of supporting language
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22
Q

Social Interactionist View

A
  • Children cue caregivers to provide necessary language experiences
  • Language acquired via socia interaction (debate whether there are also specialised or innate language abilities)
  • Social comptence & language experience affect language progress
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23
Q

Infant Directed Speech (IDS)

A

Speech altered to be directed at infants. Is usually;
Higher pitched, simple words, sound substitution, short sentences, fluctuating inotation, exahherated gestures.
Gains attention, maintains communication & greater language development

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24
Q

Early Vocalisations

A

Newborn - Reflec cries
2 months - Cooing
6 months - Babbling

25
Q

Infant Communication Development

A

4 months - Turn-taking games, looking at adults
6 months - Babbling initially universal sounds
6 - 9 months - Developing understaning of single words
10 - 11 months - Joint attention
9 - 12 months - Understanding of simple instructions
12 months - pre-verbal gesturing
10-15 months - first words

26
Q

Telegraphic Speech

A

Using a single word to convey a whole idea or whole sentence.
Often is a word (+ context, intonation, gesture)

27
Q

First words & two-word utterances

A

18 - 24 months using;
Over-extension, under-extension, telegraphic speech, correct word order, associated with improved compliance.

28
Q

Also related - Child Temperament

A

Eg: emotional reactivity diverts children from processing language; quantity & richness & caregiver conversations, referential vs. expressive style

29
Q

Personality Emergence : Erikson’s Psychosocial theory - Trust vs. Mistrust (0 - 1 year)

A

Sucessfully resolved by experiencing sympathy and loving care.
Trust > Prime adaptive ego quality: hope, minimal fear, confidence to explore wider world, implocations for social and cognitive development
Mistrust > Core pathology: withdrawal

30
Q

Autonomy Vs Shame & Doubt (1 - 3 years)

A
  • Importance or parental handling of emerging desire for autonomy
  • Over-controlling & under-controlling by parents both problematic
  • Criticism & punishment for failed attempts at autonomy > shame & doubt
31
Q

Emotional Development: Happiness (6 - 10 weeks)

A

Social smile develops at 6 - 10 weeks.
- Evocative gene-environment correlations
- Relation to language & cognitive development
- Relation to parent - child relationship

32
Q

Emotional Development: Anger (birth)

A
  • Distress shown at birth
  • Main caregivers can usually recognise different cries for pain, anger or discomfort and respond
    (relevant to resolving Trust crisis & estabishing secure attachment)
  • As intentional behaviour increases, so does frustration and anger
33
Q

Emotional Development: Fear (9 months)

A
  • Intense stranger anxiety around 9 months
  • Seperation anxiety from 8 - 9 months, peaks around 15 months
34
Q

Emotional Development: Self-conscious emotion (18 - 24 months)

A

-Developing higher-order feelings that include shame, guilt, embarrassment, envy & pride

35
Q

Emotional Development: Self-Development (20 months)

A
  • Visual self-recignisation emerges around 20 months (rogue test)
  • Recignise self in photos around 2 years
  • Early foundation in cause-and-effect experiences
  • Cultural differences
36
Q

Emotional Development: Self-Development Outcomes

A
  • Emerges self-consious emotions
  • Improvements in effortful control, compliance & delay of gratification
  • Combined with advancing cognitive, language and social skills supports developming empathy
37
Q

Emotional Development: Emergence of Self-Regulation

A

Emotional self-regulation: stategies to self-adjust emotional state to a comfortable level in order to be able to meet goals
This is imporant for autonomy, cognitive development and social skills

38
Q

Emotional Development: Effortful Control

A

The capacity to voluntarily suppress a dominant resposne in order to plan and execute a more adaptive response.
It utilised executive funtions such as inhibitory control, focusing & shifting attention. Is an iomportant aspect of temperament.
Emotional self-regulation relies on this.

39
Q

Self-Regulation & Effortful Control are fostered by -

A

Parenting

  • Appropriate stimulation
  • Sensitivity & responsiveness
  • Shapong socially approved ways of expressing emotions
  • Cultural differences
  • Effective management of tantrums
40
Q

Self-Regulation & Effortful Control are fostered by -

A

Cognitive Development (and underlying pre-frontal cortical brain development)

  • Executive functioning especially control of attention
  • Lenguage development
41
Q

Self-Regulation & Effortful Control are fostered by -

A

Motor Development

42
Q

Emotional Development: Temperament

A

An individuals behavioural style and characteristic way of emotionally responding. Is foundations for later personality

43
Q

The Nine Tempremental Aspects Identifiable at Birth

A
  • Activity level
  • Intensity of reaction
  • Rhythmicity
  • Attention span/ persistence
  • Distractibility
  • Thershold responsiveness
  • Quality of mood
  • Adaptability
  • Approach/ withdrawal
44
Q

Temperament Types

A

Easy (40%) - Adjust to new situations quickly, establish routines, generally cheerful and easy to calm
Slow-to-warm up (15%) - Inactive, initially unwilling to approach, adapt or be distracted but adusts with time
Difficult (10%) - Irregular, reactive, unhappy, hard to distract, slow to adapt

Average/mixed (35%)

45
Q

Temperament Stability

A

Relatively stable over time, very few children change radically, but temperament can be changed due to experiences and parenting styles

If a child is more difficult, may have harder problems adjusting through early childhood. Its a predictor of later functioning.

46
Q

Attachment - The First Relationship

A

Psychoanalytic theory - Emphasis on feeding
Behaviourism - Emphasis on classical conditioning - also focused on feeding
Harlow & Harlows work with rhesus monkeys discounted role of feeding

47
Q

Attachment Theory - John Bowlby (Influcenced by psychoanalytic Lorenz imprinting)

A

Ethological Theory - Human attachment is an evolved repsonse that promotes survival.
Attachment - active, reciprocal tie that endures acress time and space, leads to desire for contact, distress at seperation
Development of internal working model regarding availibility of attachment figures later relationships

48
Q

Attachment: Still Face Experiment

A

Parents under stress or emotionally absent are not mutually responsive to baby

49
Q

Development of Attachment

A

0 - 6 weeks - Pre-attachment, general sociability, indescriminant
6 weeks - 6/8 months - Attachment-in-the-making - 4 months: differential sociability
6/8 -18 months - Clear-cut attachment to primary caregiver

Stranger anxiety
Seperation anxiety
Emergence of secondary attachments

50
Q

Attachment classification: Ainsworth’s Strange Situation

A
  • All children have developed an attachment by 12 months, and the quailty will differ
  • Measured by the Strange Situation Test (critical episode is the reaction to the reunion with caregiver, but also look for use of mother as a secure base
51
Q

Attachment Types - Type A - Avoidant (15%)

A
  • Minimal interest in caregiver
  • Minimal distress at seperation
  • Minimal stranger anxiety
  • Does not seek out caregiver on reunion
52
Q

Attachment Types - Type B - Secure (60%)

A
  • Seeks out caregive if distressed
  • Seperation anxiety
  • Joy upon reunion
  • Caregiver provides secure base for exploration
53
Q

Attachment Types - Type C - Anxious or Insecure-Resistant (10%)

A
  • Minimal Exploration
  • Preoccupied with caregiver
  • Resists seperation but resistant upon reunion
54
Q

Attachment Types - Type D - Disorganised/Disoriented (15%)

A
  • Fright without solution
  • Associated with maltreatment, residential care, maternal mental illess
  • Bizarre behaviours - Contradictory, incomplete, stereotypies, stilling, disoriented or apprehensive in presence of parent
55
Q

Attachment - Imporant Factors

A

Opportunity - Risks from early institutional care
Up to 6 years, adoptees can secure attachment and some difficulties shown for late adoptees

56
Q

Caregiving Quaility

A

Sensitivity - Accurate identification of infant communication and needs
- Positive emotions
- Interest and pleasure in infant
Interactional Synchrony - Awareness of appropriate level of stimulation

57
Q

Attachment: Parenting

A

Secure - Responsive, positive emotions, tender hadnling, sensitivitiy & synchrony
Avoidant - Over-stimulating, intrusive
Resistant - Minimal interaction, inconsistent care
Disorganised - Dysfunctional caregiving

58
Q

Infant Characterstics

A

Temperament - difficult infants are more likely to develop insecure attachments
Heritability virtually 0 - Expereinces of parent-cjild interactions are important
Family factors - stress

Developmental Psychology (4 decks)

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