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learning and cognition > new info for final > Flashcards

new info for final Flashcards

1
Q

language development - birth

A

some form of comprehension happening

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2
Q

how to test comprehension in infants

A

sucking - sucking rates vary based on noises in the environment
looking around - measure if infant looks at concept represented by linguistic input (looking at mom when hearing the word mom)
kicking - measure how much they kivk

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3
Q

what can infants understand

A

their name, labels for their caregivers, phoneme differentiation, word boundaries, repetitions, emotions in speech

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4
Q

how do babies communicate without language production

A

crying, facial expressions, gestures

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5
Q

language development - 2-6 months

A

cooing vowels

- viewed as practicing using vocal chords

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6
Q

language development - 6-7 months

A

babbling

  • adds consonant sounds
  • mama and dada normally occur here (baby is rewarded for this so it happens more - explicit learning)
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7
Q

language development - around 12 months

A

words

  • range of words known: 0-50
  • babbling sounds more like sentences
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8
Q

language development - 18 months

A

acquire 7-10 words each day (mostly nouns)

- doesn’t include mimicking

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9
Q

whole object assumption

A

any new label applies to the whole object

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10
Q

over-extension

A

applying one label to different but similar enough objects (calling a dog a cat)

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11
Q

under-extension

A

learning a general label but only applying it to one specific thing (learning “dog” for one dog but not calling other dogs “dog”)

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12
Q

holophrases

A

producing a single word to represent a whole idea

  • often combined with gestures
  • not only used by children, but mostly all they’re capable of
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13
Q

language development - 24 month

A

telegraphic speech

- at first just two word phrases (figure out most important words to convey message)

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14
Q

sensory changes in older adults

A
  • compromised signal from interactions with environment
  • top down processing supplements missing/compromised sensation
  • have a harder time participating in studies because of sensory changes, but desirable difficulties could increase performance
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15
Q

changes in older adults - sustained attention

A

vigilance is not affected if only vision problem is lens rigidity

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16
Q

changes in older adults - divided attention

A

even more pronounced alternation in attention (more focus in switching…stop walking to talk)

17
Q

changes in older adults - sensory memory

A

unaffected by age

18
Q

changes in older adults - short term memory

A

not affected by age (magical 7 still applies)

19
Q

changes in older adults - working memory

A

substantial changes in processing makes it harder

- more difficulty with complext tasks

20
Q

changes in older adults - implicit memory

A

relatively preserved with aging

21
Q

changes in older adults - explicit memory

A

more trouble making long term memories (encoding)

  • specifically with arbitrary and meaningless episodes
  • trouble learning name/face associations
22
Q

changes in older adults - semantic memory

A

no trouble increasing vocab and other types of general knowledge
- can have trouble retrieving (more TOTs)

23
Q

reminiscence bump

A

older adults tend to remember a ton from 20s/early adulthood

- important life events occur here

24
Q

changes in older adults - prospective memory

A

becomes worse

25
Q

changes in older adults - comprehension

A

stable with age

- use online techniques to measure (measuring as comprehension happens)

26
Q

changes in older adults - production

A

varies by type of production

  • can produce language just as well usually
  • stories become more well-rounded and preferred compared to young people’s stories
27
Q

children’s working memory

A
  • 2 year old: recall average of 2 numbers in a row
  • 9 year old: recall average of 6
  • by 11/12 can usually match performance f college students
28
Q

children’s long term memory

A
  • typically have excellent recognition memory but poor recall memory
29
Q

source monitoring in children

A

often have trouble distinguishing between reality and fantasy before 7
- more likely to happen when they imagine doing something

30
Q

memory strategies in children - rehearsal

A

do not begin rehearsing to remember until about 7

31
Q

memory strategies in children - organizational strategies

A

younger children are less likely to spontaneously group similar items together for memorization

32
Q

memory strategies in children - imagery

A

can be trained to use visual imagery, but do not use it on their own

33
Q

changes in older adults - recognition memory

A

declines very slowly or not at all

34
Q

fast mapping

A

using context to make a reasonable guess about a word’s meaning after just one or two exposures

35
Q

overregularization

A

add customary grammatical morphemes to create new forms of irregular words (mouses, runned)

learning and cognition (5 decks)

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