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psych 2400 > Psych 2400 chapter 5 > Flashcards

Psych 2400 chapter 5 Flashcards

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1
Q

why infancy is cool

A

a. period of dramatic change

b. the relationship between perceiving, acting and thinking is more apparent

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2
Q

questions to consider

A
  1. How do infants experience the world around them?

2. How do these experiences shape their development?

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3
Q

newborn humans are ready but not able

A

human infants come into the world without basic sensory and motor abilities.

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4
Q

we know that development is shaped by a continuum of experiences.

A

(experience) most obvious —- least obvious

developmental outcome

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5
Q

what prenatal experiences?

A

sight; touch; taste; smell; hearing

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6
Q

How prenatal experiences prepare visual system?

A
  1. even though visual experience prenatally is extremely limited the newborn is ready to see.
  2. the newborn has pathways from the retina to the visual cortex that can activated by lines, patterns, movement, and different light intensities.
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7
Q

prenatal experience does matter for vision.

A
  1. visual processing deficits occurs commonly among infants and children born pre-maturely
  2. these deficits can include problems in attention, pattern discrimination, visual recognition memory, and visual-motor integration.
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8
Q

early visual development

A
  1. cell division, cell differentiation, cell migration, organ formation, and initial cell location and alignment will proceed in the absence of specific stimulation
  2. internal or brain-generated cell activity is required for the development of all of the sensory systems and parts of the cerebral cortex, hippocampus, thalamus, brain stem, spinal cord, and auditory system: the purpose of the endogenous stimulation is to create permanent circuits and critical relationships.
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9
Q

early visual development

A
  1. around 22 to 29 weeks gestation

2.

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10
Q

early visual development

A
  1. around 22 to 29 weeks gestation
  2. with the development of the starburst amacrine cells, the ganglion cell firing becomes synchronous waves that alternate eyes.
  3. this stars the process of segregating the cells of the LGN into one of six layers.
  4. at 29 to 30 weeks’ gestation : the brain begins to show a differentiated sleep pattern with brief alert periods or cycles of REM sleep and non-NREM quiet sleep or slow wave sleep interspersed with periods of non-sleep activity.
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11
Q

Knowing is doing and doing shapes knowing

A
  1. we cannot directly ask infants what they know or what they can do
  2. we look for systematic changes in natural behaviors, like sucking, looking, moving, to determine what infants might know.
  3. different conceptual approaches characterize these changes in different fashions.
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12
Q
  1. Acuity
A

what do infants see and when

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13
Q
  1. changes in structure:
A

eye movements, the lens, the retina, optic nerve and cortex.

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14
Q
  1. perceiving
A

patterns, faces, objects, motions

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15
Q

visual system at birth

A

(acuity is 20/400 to 20/800)

a. Infants may look intently at highly contrasted targets but cannot tell the difference.
b. they focus about 8 to 10 inches away.
c. cannot judge if objects are nearer and farther away
d. Saccadic eye movements are slow to start and proceed in small steps.
e. eyes cannot smoothly follow moving targets.

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16
Q

visual system at birth (CONT.)

A

f. The curvature of the lens is nearly spherical
g. the center of the retina is not fully developed at birth .
h. the peripheral retina, which is dominated by rods, is quite adult-like
i. Retinal tissue is adult like by 3 years of age.
j. fibers in the optic nerve become myelinated after birth. (first rapidly over the first 4 or 5 months and more slowly thereafter until the age of two)
k. cones are much thicker than those of an adult, and their outer segments much shorter therefore they cannot absorb as much light
l. cones are much less densely packed as they develop they become narrower and longer and migrate to the center of vision to form the fovea.
m. Newborns cannot resolve fine details (high spatial frequencies) at all
n. to see large (low spatial frequency) objects they need to be of high contrast contrast sensitivity can continue to improve up to 8 or 9 years of age.
o. very young infants prefer patterned stimuli over non-patterned ones

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17
Q

o. very young infants prefer patterned stimuli over non-patterned ones

A

preferring an intermediated level of complexity over more global or finely-detailed alternatives.
Infants are able to discriminate orientation of patterns within the first few weeks.

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18
Q

contrast sensitivity

A
  1. the ability to resolve targets of widely varied size is very poor at birth.
  2. a measure of the limit of visibility for low contrast patterns – how faded or washed out can images be before they become indistinguishable from a uniform field. (think of driving in a fog).
  3. it is a function of the size (coarse/fineness) of image features, or the spatial frequency.
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19
Q

preferential looking

A

research using the preferential looking technique has shown that infants as young as 2 or 3 days can recognize their mother’s face
the cue that they use is the large high contrast border between the mother’s face and hairline when that’s obscured, the preference for her face disappears.

20
Q

which year does the infant can have the color vision?

A

2 months

21
Q

eye-hand coordination begins to develop as :

A

during 3 months, the infant starts tracking moving objects with his or her eyes and reaching for them

22
Q

object motion helps infants to organize the world into separate objects prior to:

A

2 months

23
Q

show a preference for moving objects over identical stationary ones

A

2 weeks

24
Q

prior to 2 months

A

infants perceive an object that moves behind an occluding surface as becoming two separate objects.

25
Q

3 to 4 months:

A

infants have some ability to segregate adjacent objects sharing a common border if there is relative movement between them.

26
Q

aournd 6 months

A

acuity is approximately 20/25 to 20/30.
better at judging near and far.
Ocular movements are smooth and well coordinated, and fixation is effective.
Attend to more global characteristics.

27
Q

0-6 months: visual cortex changes rapidly

A

synaptic connections between cells increase in complexity increases in the extent to which cortical cells show binocular-disparity and orientation selectivity.

28
Q

around 9 months

A

Pull themselves up to standing position. Search for hidden objects. Treat realistic images like the objects they represent.

29
Q

around 10 months

A

segregation based on color or shape does not seem to be fully effective.

30
Q

around 12 months

A

Most infants will be crawling and trying to walk.

Infants now judge distances fairly well and throw things with precision.

31
Q

How does experience shape visual development?

A
  1. Restricted and selective rearing studies with animals have identified many important factors involved in the development of vision.
  2. A classic study by Held and Hein asked: “Does passive visual experience have the same benefits for visual development as actively experiencing ones environment?”
32
Q

“Kitten Carousel”

A
  1. one Kitten experiences its environment actively by walking about and orienting as it choses.
  2. The actions of the first kitten determined the visual stimulation received by the second.
  3. The visual experiences of the two kittens were otherwise the same.
33
Q

Held and Hein observed

A

visual development of the kitten that was actively engaged with its environment was normal.

  1. when presented with a glass-surfaced “visual cliff”, they shied away and stretched out their legs apparently to land on the lower surface that they could see through the glass
  2. the passive kittens did not.
34
Q

play active role in experiencing

A
  1. selective deprivation of specific kinds of stimuli will lead to a corresponding neurophysiological deficit for the deprived stimuli.
  2. leave no doubt that ongoing visual experience is critical for normal development of the visual system.
35
Q

birth to 4 months

A
  1. use a nightlight or other dim lamp in your baby’s room
  2. change the crib’s position frequently and change your child’s position in it.
  3. keep reach-and-touch toys within your baby’s focus, about 8 to 12 inches
  4. talk to your baby as you walk around the room.
36
Q

5 to 8 months

A
  1. hang a mobile, crib gym or various objects across the crib
  2. give the baby plenty of time to play and explore on the floor.
  3. provide small plastic or wooden blocks.
  4. play patty cake and other games, moving the baby’s hands through the motions while saying the words aloud.
37
Q

9 to 12 months

A
  1. play hide and seek games with toys or your face
  2. name objects when talking
  3. encourage crawling and creeping.
38
Q

1 to 2 years

A

roll a ball back and forth

  1. give the child building blocks and balls of all shapes and sizes to play with
  2. read or tell stories
39
Q

development of the auditory system

A
  1. what and when do infants hear
  2. changes in structure
  3. changes in function
40
Q

auditory perception

A

audition can be described in terms of the processing of three acoustic dimension:

  1. intensity
  2. frequency
  3. temporal modulation
41
Q

auditory development

A

auditory system setup up in the first 6 months of prenatal development

  1. the hair cells of the cochlea
  2. the axons of the auditory nerve
  3. the neurons of the temporal lobe and auditory cortex are tuned to receive signals of specific frequencies and intensities.
  4. frequency and temporal resolution mature by 6 months postnatal age
  5. not till 5 to 8 years is adult level reached.
42
Q

development of auditory perception

A
  1. the processing of complex sounds, however, cannot be fully predicted on the basis of the fundamental aspects of sound processing
  2. the auditory system requires outside auditory stimulation to develop in order to find meaning in sound.
43
Q

visual experience and auditory experience not isolated

A

perception in a complex environment is intermodal

44
Q

putting it all together

A
  1. the case of “depth” perception
  2. learning linked to perceiving and acting
  3. the social “visual cliff”
45
Q

linking how we experience to cognitive development

A

little differences matter

psych 2400 (4 decks)

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