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PSYC 302 > Module 7 > Flashcards

Module 7 Flashcards

1
Q

3 aspects of attention

A

orienting, selecting, maintaining

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2
Q

orienting

A

directing attention to specific objects or locations. attention getting
- newborns do this; improves over infancy

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3
Q

selecting

A

focus on some things; filter out others
- present early; improves over infancy

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4
Q

maintaining

A

continuing to attend despite potential distractions. attention holding
- considerable development over infancy and beyond

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5
Q

disengagement

A
  • younger infants also find it hard to disengage: sticky looking
  • true for all (even adults), especially true for young infants
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6
Q

selective attention

A
  • in an array infants attend first to:
    • novel objects
    • bright/ colorful objects (early on)
    • faces (from 6 months); look longer to faces all along, just not necessarily first
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7
Q

selective attention in US vs China

A

objects (US) vs. actions (china) @ age 2

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8
Q

before and after 6 months maintaining attention

A

before: younger look longer at same stimulus than older
after: look longer at more complex objects

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9
Q

SES vs. maintaining attention

A
  • in US, higher SES infants better maintain attention than lower SES infants of same age
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10
Q

episodic memories

A
  • memories of events including what, where, with whom…
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11
Q

childhood amnesia

A

infants before age 3 or 4 find it hard to keep memories long-term (if they do, may actually be due to stories you’ve heard)

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12
Q

how to study memory in infancy

A

habituation, visual recognition memory, operant conditioning, and deferred imitation

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13
Q

habituation

A
  • if they habituate (get bored with= look less over time) to repeated stimulus, suggests they remember it
    • if they dishabituate to novel things, suggest don’t remember it
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14
Q

visual recognition memory

A
  • visual paired comparison test
    • familiarize to one stimulus, later examine preference for novel stimulus
      • if distinguish (prefer) novel, suggests remember familiar
      • can insert a variety of delays to test memory capacity
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15
Q

operant conditioning

A

baby causes outcome via operand
- insert delay –> do they remember it?
- 6 mos retain for 2 weeks, 18 mos retain for 3 mos

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16
Q

deferred imitation

A

do novel thing a baby can’t do, after how long do they still reproduce action?

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17
Q

3 principles of infant memory

A
  1. older infants encode info faster
    - habituation rates decrease with age
  2. older infants remember info longer
  3. older infants retrieve more easily
    - exploit a wider range of cues
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18
Q

mobile/train studies

A
  • 2 mo remember for 1 day
    - 6 mo remember for 2 wks
    - 12 mo remember for 8 wks
    - 18 mo remember for months
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19
Q

when do babies start to show more context-insensitivity?

A

after 12 mos

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20
Q

memory is better when:

A
  • learning involves verbal description (18 mos)
  • learning occurs across related contexts- supports generalization
  • practice is possible
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21
Q

individual differences in memory

A
  • short lookers do better on recognition, but also language, play, intelligence
  • babies with better motor development
  • babies who nap: nap= better memory
  • bilingual babies do better on generalization tests
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22
Q

categorization

A

responding to different entities that share some commonality as members of the same category

23
Q

concept

A

mental representation of a category

24
Q

how are categories useful?

A

we don’t have to learn new info about every new exemplar; frees up cognitive resources to do other stuff

25
Q

ways to categorize

A
  • by shape (balls are round)
  • by function (chairs are for sitting)
  • more abstract properties (knick knacks)
26
Q

general imitation procedure (14 mos)

A
  • give baby two new toys and bottle, on which do they model drinking?
    • suggests they understand that animals drink, vehicles do not
27
Q

sequential touching procedure

A
  • give multiple exemplar from 2 or more categories
  • categorization inferred if infants touch exemplars from one category in sequence before the other
  • 12 mos +
28
Q

how early do infants categorize?

A
  • newborns showed preference for novel form!
    • newborns could discriminate within-category items
29
Q

acquired equivalence

A

items given same verbal label increase in similarity, items given different labels decrease

30
Q

piagetian theory

A
  • the child actively constructs knowledge
    • child as scientist- generates hypotheses, performs experiments, draws conclusions
  • child as motivated, active learner- learning for its own sake
31
Q

assimilation

A

fit new info into existing mental structures (schemas)

32
Q

accommodation

A

change schemas in response to new experiences

33
Q

equilibration

A

balance assimilation and accommodation

34
Q

important stuff on piagetian theory

A
  • stages are distinct and discontinous
  • qualitative change
  • domain general
  • invariant order
35
Q

information processing theories

A

mind as computer
- emphasis on structure (brain, neuronal connections) and processes (attention, memory) involved in thinking
- child as limited-capacity processor

36
Q

core knowledge theories

A
  • innate knowledge of domains that would have been important in evolutionary history
  • children has innate capacities that are domain-specific
  • child as active but also specialized learner
37
Q

vygotsky and tomasello

A
  • vygotsky most notable sociocultural theorist historically; michael tomasello prominent today
38
Q

sociocultural theories

A

different contexts support learning different things, in different ways
- more knowledgeable other guides less knowledgeable
- learning best in zone of proximal development- just above what child can currently do on their own

39
Q

sociocultural view of children’s nature

A
  • social being that is shaped by, and shapes, its cultural context
  • urge to teach to be taught (Active)
  • learning is continuous, quantitative, gradual
  • domain general (learn all kinds of things from others)
40
Q

piagets sensorimotor stage

A

mostly concerned with object concept= how an infant understands the properties of solid objects

41
Q

piagets stage 1

A

reflexes (0-1 month)
- reflexes most primitive form of schema
- development= schema modified, improved upon 1st month
- object concept: objects don’t exist outside of infant’s interactions with them (sensory and motor)

    - the mom they see, hear, smell, taste, feel: all diff, infant cannot integrate across
42
Q

piagets stage 2

A

primary circular reactions (1-4 months)
- motor schema from stage 1 are applied to new objects by chance
- repeated because produce a desired effect, feels good
- usually happens on infant’s own body (lip licking scheme)

43
Q

piagets stage 3

A

secondary circular reactions (4-8 months)
- schema applied to objects outside of their own body
- through accident and accommodation, new schema are developed from actions that produce interesting effects
- object concept: getting better, but objects still embedded in schema

44
Q

piagets stage 4

A

coordination fo secondary schema (8-12 months)
- large # of independent schema get coordinated into a few complex and flexible schema; applied to new situations
- means-ends behavior emerges
- pulling something to bring something else closer
- applying multiple schema to the same object allows for object permanence
- objects now have enduring properties

45
Q

object permanence in stage 4

A
  • babies now search for objects that are out of sight!
  • but still weak on ability to integrate schemes= weak object concept, especially when objects are hidden (A not B error)
46
Q

piagets stage 5

A

tertiary circular reactions (12-18 months)
- schema used intentionally to help babies understand their worlds; active experimentation
- schema now pretty subordinate to objects
- search for hidden objects
- pass A not B task
- but still fail at invisible displacement

47
Q

piagets stage 6

A

invention of new means through mental combination (18 +)
- schema fully flexible, fully functioning object concept (even invisible displacements)
- symbolic thought develops
- language, objects as symbols— mental representations totally distinct from objects in world
- pretend play starts to develop

48
Q

why A not B error?

A
  • motor issues: transparent barrier task (babies fail the same when having to reach out even if there’s a transparent barrier and they can clearly see the object, so no object permanence needed)
  • memory issues: built up motor memory (reaching to a) competes with short term sensory memory (toy at B)
    • the longer you make babies wait before searching, the more they fail- suggests failure due to sensory memory decay
49
Q

visual A not B task

A
  • repeatedly hide/find object in A
  • then switch to hide in B
  • 2.5 month olds look longer when object reappears in A
    • they SOLVE this task! they seem surprised after they get it moved to B
50
Q

core knowledge general object permanence

A
  • continuity: no blipping
    • solidity/ cohesion: objects don’t disintegrate
    • support/ gravity: unsupported objects fall
    • contact causality (no action at a distance): objects need outside force to move
51
Q

studying continuity and solidity

A

babies have principles of continuity, solidity/cohesion, causality (no action at a distance), and support very early in life before they themselves are manipulating objects

52
Q

contact causality

A

objects must come into contact with each other in order to cause changes in each other

53
Q

time perception in infants

A

sensitivity to time appears to emerge early

PSYC 302 (6 decks)

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