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psych test 4 Flashcards

1
Q

osensorimotor stage

A

first two years of life

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2
Q

mental representation

A

1.Think about different possibilities/solutions
2.choose the action that will most likely achieve desired outcome

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3
Q

deferred imitation

A

ability to repeat actions observed at an earlier time
estimated at 18 months

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4
Q

mental representation =

A

basis for categorization

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5
Q

Sensorimotor stage - categorization

A

study with 9,12, and 18 month old children
4 different toy horses, 4 different pencils
9 month old did not separate
some 12 months separated
most 18 month olds separated

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6
Q

Why was Piagets theory flawed?

A

He didn’t include or factor in cultural influences

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7
Q

Lev Vygotsky

A

sociocultural theory of cognitive development
Children learn through interactions with others
Culture determines knowledge children need to have

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8
Q

Zone of Proximal development

A

different zones based on what learners can do

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9
Q

Inner circle of ZPD

A

tasks the learner can do without assistance

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10
Q

Middle circle of ZPD

A

tasks the learner can do with assistance

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11
Q

Outer circle of ZPD

A

tasks the learner can not do even with assistance

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12
Q

learn + have conversations with helpers =

A

children start speaking to themselves in a self-guiding way
Private speech

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13
Q

private speech (toddlerhood-early childhood)

A

transitions from out loud to internal
necessary for all higher order cognition

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14
Q

scaffolding

A

degree of assistance provided to children in the ZPD

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15
Q

slow expansion

A

12-18 months
1-3 new words per week

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16
Q

first 50 words

A

usually part of daily routines

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17
Q

holophrases

A

single word; can be used to represent a whole sentence

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18
Q

overextension

A

applying a specific word to everything in that category. Using a word too broadly

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19
Q

slow expansion: 12-18 months

A

production lags behind comprehension

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20
Q

50 word milestone comprehension

A

13 months

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21
Q

50 word milestone in production

A

18 months

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22
Q

naming explosion

A

18-24 months
pace of learning new words doubles
by 2nd birthday = average of 200 words

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23
Q

fast mapping

A

learning and remembering a word for an object after being told once

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24
Q

telegraphic speech

A

two-word speech
“more cookie”
“my toy”

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25
Q

becoming adept at language

A

24-36 months
vocab continues to expand at a rapid pace
telegraphic speech = 3 or 4 word phrases

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26
Q

Toddler emotional regulation

A
  1. develop behaviors that help regulate
  2. Use language to promote regulation
  3. External requirements from others
  4. development of sociomoral emotions
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27
Q

sociomoral emotions

A

social norms and expectations for expressing emotions

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28
Q

secondary emotions

A

guilt, shame, pride, envy, embarrassment

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29
Q

when do kids start to develop a conscience?

A

by age 2

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30
Q

guilt

A

I did a bad thing

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31
Q

shame

A

I am bad

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32
Q

empathy

A

ability to understand and respond helpfully to another persons distress
age 2-3

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33
Q

prosocial behavior

A

behavior intended to help or benefit others

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34
Q

sociomoral emotions - western

A

pride is viewed positively, children receive praise and encouragement

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35
Q

sociomoral emotions - non-western

A

pride is worse than shame
dont call attention or display pride

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36
Q

self recognition

A

ability to recognize yourself in a mirror

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37
Q

rouge test

A

12 months vs 18 months
test for self recognition

38
Q

biological

A

differences in sex hormones may partially account for some gender differences

39
Q

cognitive-motivational

A

learning gender-typed roles through observation and practice shapes and reinforces gender development

40
Q

culture

A

culture dictates the gender types norms, as well as relative status of men and women in society

41
Q

evolutionary

A

survival for males vs females

42
Q

ethological

A

similarities to other close animal relatives

43
Q

hormonal

A

balances of hormones differ for males and females
males - slightly more androgens
females - slightly more estrogens

44
Q

categorization

A

develops in infancy and it is where we categorize different groups of people based on race, gender, etc

45
Q

What is the most ventral social identity in most childrens lives?

A

gender
they seek behaviors that align with their genders

46
Q

early perspective

A

infants become attached to mothers because mothers provide food

47
Q

1960s: john Bowlby and Mary Ainsworth

A

research findings don’t align with early perspective

48
Q

Institutionalized infants

A

infants raised in institutions were well-fed but had issues with physical and emotional development

49
Q

Harry Harlow and Rheus monkeys

A

baby monkeys
2 mothers - wire mother and cloth mother

50
Q

imprinting

A

studies ducks
ducklings would imprint on first moving object
imprinting = protection

51
Q

attachment

A

the emotional bond that promotes protection and survival
stems from childs need for protection and care

52
Q

primary attachment figure

A

person that seeks out when they experience distress or threat

53
Q

what does the primary attachment figure serve as?

A

secure base, meaning the child can explore the environment and seek comfort when distressed or scared

54
Q

When does attachment develop?

A

over the first two years of life

55
Q

What did Mary Ainsworth devise?

A

The strange situation

56
Q

What does the strange situation assess?

A

extent to which infant uses the primary caregiver as a secure base
How the infant reacts to brief separations from, and
reunions with, the caregiver

57
Q

Secure attachment -Present

A

uses parent as secure base

58
Q

Secure attachment -Seperation

A

usually cry/vocalize distress

59
Q

Secure attachment -Return

A

greet happily, go to the caregiver for hug/comfort; return to exploration after being comforted

60
Q

Insecure avoidant attachment - present

A

little or no interaction explores toys but doesn’t check-in with caregiver

61
Q

Insecure avoidant attachment - seperation

A

no response/indifferent; sometimes can be comforted by stranger

62
Q

Insecure avoidant attachment - Return

A

no response/indifferent, does not acknowledge caregiver upon return

63
Q

Insecure resistant attachment - present

A

little to no exploration, cling to caregiver

64
Q

Insecure resistant attachment - seperation

A

lots of distress

65
Q

Insecure resistant attachment - return

A

run to the caregiver, but then push away attempts to comfort, not easily soothed; usually does not explore room after return (continued distress)

66
Q

disorganized disoriented attachment

A

no consistency in behavior - unpredictable
detached, dazed/ oriented, angry, fearful
seem to be in conflict - want to approach caregiver, but seem fearful

67
Q

maternal sensitivity

A

judging childs needs

68
Q

maternal responsiveness

A

soothing and/or assisting

69
Q

preoperational stage

A

age 2-7
learning occurs through exploration and play
ability to perform mental operations is limited
cannot understand conservation
cannot understand egocentrism

70
Q

symbolic representation

A

thinking becomes representational
use one object to stand for another
growth of mental representation

71
Q

conservation

A

ability to understand that the quantity of a substance/material remains the same even if its appearance changes

72
Q

centration

A

thinking is centered/focused on one aspect of a cognitive problem

73
Q

egocentrism

A

inability to distinguish between one’s own perspective and another person’s perspective

74
Q

Criticisms of Piaget

A
  1. Piaget underestimated children’s cognitive abilities
  2. development is continuous, less stage like
75
Q

parts of executive function

A

working memory
inhibitory control
cognitive flexibility

76
Q

working memory

A

holding and manipulating information in mind

77
Q

inhibitory control

A

suppress attention/undesirable behavior

78
Q

cognitive flexibility

A

switch between tasks or responding

79
Q

what are individual differences in EF related to?

A

social abilities
moral reasoning
aggression
adjustment to kindergarten
reading and math
planning and complex problem solving
academic soft skills

80
Q

measuring cognitive flexibility

A

dimensional change card sort
pre switch; sort by color for six trials
post switch; change rules

81
Q

under extension

A

applying a general word to a specific
object

82
Q

overregulation

A

applying grammatical rules to words that are exceptions to
the rule

83
Q

Effects of linguistic deprivation on developmental outcomes in deaf children

A

Delayed language development
Cognitive delays (self-regulation, attention), IQ deficits

84
Q

gender

A

cultural/social categories of male, female

85
Q

sex

A

biological status

86
Q

gender identity

A

awareness of self as male, female, or other (e.g., non-binary)
18 to 30 months - identify their gender
Age 2 - apply gender terms to others

87
Q

critiques of attachment theory

A

Caregiver-child relationship is not one-sided
Culture and attachment

88
Q

measuring inhibitory control

A

delay of gratification task

89
Q

measuring working memory

A

visual counting span
Present children with a series of cards, one at a time
Ask them to count all the frogs on each card
After a set number of cards, ask children how many frogs were on each card

90
Q

Who passes post-switch?

A

3-year-olds = 30-40%
4-year-olds = 50-60%
5-year-olds = 90%

91
Q

What are the two periods of EF growth?

A

Early childhood (3- to 5-years)
Early to mid-adolescence (12- to 15-
years)

92
Q

Pre-frontal cortex

A

The “central executive”/home of
consciousness
Highly connected
Exerts top-down influence

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