psych test 4 Flashcards
osensorimotor stage
first two years of life
mental representation
1.Think about different possibilities/solutions
2.choose the action that will most likely achieve desired outcome
deferred imitation
ability to repeat actions observed at an earlier time
estimated at 18 months
mental representation =
basis for categorization
Sensorimotor stage - categorization
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
Why was Piagets theory flawed?
He didn’t include or factor in cultural influences
Lev Vygotsky
sociocultural theory of cognitive development
Children learn through interactions with others
Culture determines knowledge children need to have
Zone of Proximal development
different zones based on what learners can do
Inner circle of ZPD
tasks the learner can do without assistance
Middle circle of ZPD
tasks the learner can do with assistance
Outer circle of ZPD
tasks the learner can not do even with assistance
learn + have conversations with helpers =
children start speaking to themselves in a self-guiding way
Private speech
private speech (toddlerhood-early childhood)
transitions from out loud to internal
necessary for all higher order cognition
scaffolding
degree of assistance provided to children in the ZPD
slow expansion
12-18 months
1-3 new words per week
first 50 words
usually part of daily routines
holophrases
single word; can be used to represent a whole sentence
overextension
applying a specific word to everything in that category. Using a word too broadly
slow expansion: 12-18 months
production lags behind comprehension
50 word milestone comprehension
13 months
50 word milestone in production
18 months
naming explosion
18-24 months
pace of learning new words doubles
by 2nd birthday = average of 200 words
fast mapping
learning and remembering a word for an object after being told once
telegraphic speech
two-word speech
“more cookie”
“my toy”
becoming adept at language
24-36 months
vocab continues to expand at a rapid pace
telegraphic speech = 3 or 4 word phrases
Toddler emotional regulation
- develop behaviors that help regulate
- Use language to promote regulation
- External requirements from others
- development of sociomoral emotions
sociomoral emotions
social norms and expectations for expressing emotions
secondary emotions
guilt, shame, pride, envy, embarrassment
when do kids start to develop a conscience?
by age 2
guilt
I did a bad thing
shame
I am bad
empathy
ability to understand and respond helpfully to another persons distress
age 2-3
prosocial behavior
behavior intended to help or benefit others
sociomoral emotions - western
pride is viewed positively, children receive praise and encouragement
sociomoral emotions - non-western
pride is worse than shame
dont call attention or display pride
self recognition
ability to recognize yourself in a mirror
rouge test
12 months vs 18 months
test for self recognition
biological
differences in sex hormones may partially account for some gender differences
cognitive-motivational
learning gender-typed roles through observation and practice shapes and reinforces gender development
culture
culture dictates the gender types norms, as well as relative status of men and women in society
evolutionary
survival for males vs females
ethological
similarities to other close animal relatives
hormonal
balances of hormones differ for males and females
males - slightly more androgens
females - slightly more estrogens
categorization
develops in infancy and it is where we categorize different groups of people based on race, gender, etc
What is the most ventral social identity in most childrens lives?
gender
they seek behaviors that align with their genders
early perspective
infants become attached to mothers because mothers provide food
1960s: john Bowlby and Mary Ainsworth
research findings don’t align with early perspective
Institutionalized infants
infants raised in institutions were well-fed but had issues with physical and emotional development
Harry Harlow and Rheus monkeys
baby monkeys
2 mothers - wire mother and cloth mother
imprinting
studies ducks
ducklings would imprint on first moving object
imprinting = protection
attachment
the emotional bond that promotes protection and survival
stems from childs need for protection and care
primary attachment figure
person that seeks out when they experience distress or threat
what does the primary attachment figure serve as?
secure base, meaning the child can explore the environment and seek comfort when distressed or scared
When does attachment develop?
over the first two years of life
What did Mary Ainsworth devise?
The strange situation
What does the strange situation assess?
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
Secure attachment -Present
uses parent as secure base
Secure attachment -Seperation
usually cry/vocalize distress
Secure attachment -Return
greet happily, go to the caregiver for hug/comfort; return to exploration after being comforted
Insecure avoidant attachment - present
little or no interaction explores toys but doesn’t check-in with caregiver
Insecure avoidant attachment - seperation
no response/indifferent; sometimes can be comforted by stranger
Insecure avoidant attachment - Return
no response/indifferent, does not acknowledge caregiver upon return
Insecure resistant attachment - present
little to no exploration, cling to caregiver
Insecure resistant attachment - seperation
lots of distress
Insecure resistant attachment - return
run to the caregiver, but then push away attempts to comfort, not easily soothed; usually does not explore room after return (continued distress)
disorganized disoriented attachment
no consistency in behavior - unpredictable
detached, dazed/ oriented, angry, fearful
seem to be in conflict - want to approach caregiver, but seem fearful
maternal sensitivity
judging childs needs
maternal responsiveness
soothing and/or assisting
preoperational stage
age 2-7
learning occurs through exploration and play
ability to perform mental operations is limited
cannot understand conservation
cannot understand egocentrism
symbolic representation
thinking becomes representational
use one object to stand for another
growth of mental representation
conservation
ability to understand that the quantity of a substance/material remains the same even if its appearance changes
centration
thinking is centered/focused on one aspect of a cognitive problem
egocentrism
inability to distinguish between one’s own perspective and another person’s perspective
Criticisms of Piaget
- Piaget underestimated children’s cognitive abilities
- development is continuous, less stage like
parts of executive function
working memory
inhibitory control
cognitive flexibility
working memory
holding and manipulating information in mind
inhibitory control
suppress attention/undesirable behavior
cognitive flexibility
switch between tasks or responding
what are individual differences in EF related to?
social abilities
moral reasoning
aggression
adjustment to kindergarten
reading and math
planning and complex problem solving
academic soft skills
measuring cognitive flexibility
dimensional change card sort
pre switch; sort by color for six trials
post switch; change rules
under extension
applying a general word to a specific
object
overregulation
applying grammatical rules to words that are exceptions to
the rule
Effects of linguistic deprivation on developmental outcomes in deaf children
Delayed language development
Cognitive delays (self-regulation, attention), IQ deficits
gender
cultural/social categories of male, female
sex
biological status
gender identity
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
critiques of attachment theory
Caregiver-child relationship is not one-sided
Culture and attachment
measuring inhibitory control
delay of gratification task
measuring working memory
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
Who passes post-switch?
3-year-olds = 30-40%
4-year-olds = 50-60%
5-year-olds = 90%
What are the two periods of EF growth?
Early childhood (3- to 5-years)
Early to mid-adolescence (12- to 15-
years)
Pre-frontal cortex
The “central executive”/home of
consciousness
Highly connected
Exerts top-down influence
