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PSYCH 220 - Developmental > Quiz 1 (post exam 1) > Flashcards

Quiz 1 (post exam 1) Flashcards

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1
Q

Piaget’s Cognitive Developmental Theory

A

Father of cognitive development, 1896-1980- genetic epidemiology, Began as biologist, became fascinated with kids wrongs answers, Decided to study kids studied kids for the rest of his life, Interactionist, organismic

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2
Q

Cognitive Change

A

Organization and adaptation
- assimilation
- accomodation
- equilibirum

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3
Q

assimilation

A

= when you encounter something new, understand it based on existing cognitive structures

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4
Q

accommodation

A

= new situation, you change existing cognitive structure based on existing events)

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5
Q

Equilibrium

A

balance between assimilation, accommodation, development ties to equilibrium

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6
Q

Schemes

A

thoughts that underlie actions, grasping reflex → grabbing action

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7
Q

Operations

A

schemes become more organized and sophisticated, organized 2+3 =5, and conservation

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8
Q

Paiget’s Period of Cognitive Development

A

Sensorimotor development Stage (reflexes)
Primary circular rxn (1-4 months)
Secondary Circular Rxns (4-8 months)
Coordination of secondary circular rxns (8-12) months
Stage 5: Tertiary Circular rxns (12-18 months)
Substage 6 Mental Representation (18 months - 2 yrs)
Preoperational Stage (2-7 years)
Concrete Operational (7-11 years)
Formal Operational (12 - adult)

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9
Q

Primary circular rxn (1-4 months)

A

First learned adaptations
Change behavior in response to environmental demands
Circular rxns are primary
Oriented towards infants

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10
Q

Secondary Circular Rxns (4-8 months)

A

Circular rxns are secondary
Actions are repeated that affect the environment
Imitated actions practiced
Shaking rattles, play mats

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11
Q

Coordination of secondary circular rxns (8-12) months

A

Intentional, goal directed behavior, combo of schemes to solve problems
Object permanence = understanding that object will continue to exist when they are out of sight
AB search errors= infants 18-12 months look for an object only in hiding place A, when the object is moved from hiding place A to B
Babies look longer at seemingly impossible events, violation of expectation procedure, carrot going behind screen, similar to block on train

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12
Q

Stage 5: Tertiary Circular rxns (12-18 months)

A

Circular rxns are tertiary
Infants repeat actions with variation, exploring the environment
Banging on pots

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13
Q

Substage 6 Mental Representation (18 months - 2 yrs)

A

Internal images of absent objects and past events (displaced reference)
A toddler can solve problems, through symbolic means, instead of trial and error, permits make believe play
Deferred Imitation
Ability to copy behavior of models who are not present
Semiotic Function
Using something to stand for something else, doll = baby, Piaget did not think babies could imitate, yet a study disproved, ppl started doing this thing, got close to there face, open mouth, stuck tongue out

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14
Q

Preoperational Stage (2-7 years)

A

play, language development
Centration = only focus on one aspect of problem, not multiple, conservation problem, pouring water
Irreversibility = don’t understand you can pour tall narrow glass back into wider, same amount
Egocentrism - babies and kids see themselves as center of universe, peek a boo
Animism = attribute life like characteristics to inanimate objects, “bad table

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15
Q

The three mountains task

A

Piaget presented kids with three different mountains
Take pictures of each vantage point, which adult sees, would always point to there vantage point

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16
Q

Concrete Operational (7-11 years)

A

Can only think logically about things in front of them not hypothetically
Logical operations, conservation develops, coordination of spatial systems, reversibility, seriation= putting things in order , classification = multi levels, cats are also animals

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17
Q

Formal Operational (12 - adult)

A

Hypothetical reasoning, propositional reasoning, reflective thinking, limitations, imaginary audience = worry about what others think, personal fable - think they are the star of their own movie

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18
Q

Critique of Piaget

A

Underestimated children = some studies disproved, possible he didn’t have the tests
Overestimated children = overestimated concrete formal, some tasks, even adult struggle with, horizontal cup

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19
Q

Vgotsky’s Social Constructivist Approach (1934 - 1986)

A

Social and historical context is important, contextual theory
Child engaged in activity,, in context at the “unity of study”
Emphasis on schools (montessori schools)
Biology reigns supreme in infancy but then individuals experience sociogenesis
Thought is co- constructed (socially mediated)
Social referencing = face adult makes when a kid is injured

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20
Q

4 levels of development

A

Phylogenetic
Historical - focus on tools that were used historically, how tools change the way we think, texting symbols, implications
Ontogenetic = individual development
Microgenesis = specific skills we have learned

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21
Q

Vgotsky language

A

ZPD (zone of proximal development
Language and cognition being linked
Language as a tool that can shape thought, process is more important than product,

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22
Q

Miller et al (1995)

A

Number naming systems effect on math ability
English speaking kids vs chinese kids
How do number names work in english?
Tested 3-5 year olds, in the U.S 11020 different, in chinese is memorization

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23
Q

Important of Development

A

Motivation enhancement working with others
Importance of apprenticeship (midvies)
Importance of collaborative learning (reading buddies)

24
Q

Critiques of Vygotsky

A

ZPD ambiguity, operational definitions

25
Q

The Sapir Whorf Hypothesis

A

language influences our thought, in english we don’t put gender on nouns, in spanish you do, studies show those who grew up on gendered words impact perceptions

26
Q

Language vs Communication

A

novel/creative flexible can be used in different ways, animal communication, mating, potential threat, arbitrary, words are constructed over time, displace (talk about future/past), interpersonal, we talk differently to kids certain friends, structure, syntax, semantic, phonemes= basic sounds of language, Morphemes = roots of words, prefixes, suffixes

27
Q

Productive Expressive Language Development

A

= crying birth, when hunger, pain, tried, cooing (2-4 months) breahty vowel sounds of sharp contrast, as profreses coos become social, Babbling (4+ months) breathy, harsh, consonants, repetitive, Expressive Jargon (end of 1+) same phonemes, none of morphemes, sometimes have pragmatics down really well, first word (around 13 months) holophrase: when the word has meaning, one word w alot of meaning, two word utterances (18-24 months) telegraphic speech and word spurt “daddy home”

28
Q

Pantanese/child directed speech-

A

you are talking to a child, loud, slower, repetition, speech for babies, research shows pantase facilities language development

29
Q

Overextension/underextension -

A

over= kids take a word and use it too widely, daddy is every guy, under = using a word too narrowly, dog = only there dog

30
Q

Overregularization

A

= making language more predictable than it is, “yesterday I run so fast, I runned” applying past tense they have heard

31
Q

Behavioral Perspective -

A
  • environmental influences, operant conditioning, imitation, parents supporting language, doesn’t do it all all
32
Q

Nativist perspective

A

= biologically, primed to learn language, chomosky = universal grammar, LAD (language acquisition) born with universal grammar rules, Lennerburg (critical period hyp), believed critical period from infancy to puberty, easier to learn language

33
Q

WUG experiment

A

= made up nonsense words, asked them to make plural or possessive, clever because they had never heard these word, mean that they have abstracted how to do endings, not just memorization

34
Q

Sign Language research

A

= found very similar patterns of development, one sign utterances, than 2, couple of differences, signs emerged earlier first word, signs are 100% visible but you can’t see what goes into make a word, hand motor skills also advanced

35
Q

Apes and Language

A

complex systems of communication, not all human characteristics, couple raised baby ape as child, ape learned 4 words, tried to teach ape sign language, larened 129 signs, based on chimp babies, Koko the ape = largest vocab

36
Q

Temperament

A

seed of personality
- biologically driven which interact with environment
- NY longitudional study
- easy child, difficult, slow to warm up child
- the goodness of fit model
- does difficult equal bad

37
Q

9 qualities of temperament

A
  1. extent/level of motor activity
  2. rythmicity, degree of regularity
  3. the response to a new object, or perosn
  4. adaptability
  5. threshold of sensitivty to stimulus
  6. intensity of a response
  7. general mood/disposition
  8. degree of a child’s distractibility
    9 child’s attention span
38
Q

Easy Kids

A

happy, friendly, predictable, don’t mind change

39
Q

Difficult Child

A

cranky, intense, react with intensity, don’t like change, NOT adaptable

40
Q

Slow to warm up child

A
  • in the middle, take them some time, generally adaptable when given time
41
Q

The Goodnes of Fit model

A
  • looked at parents expectations, working parents,
  • difficult babies harder to care for, in these scenarios
  • lower SES, moms working in home don’t care as much
  • thomas and Chess = goodness of fit model
  • NOT about individual characteristics, bt about how parent fits with kids, how they fit with parent and fmailies
42
Q

Study Example

A
  • medically diagnosed disabilities
  • followed 2nd = 6th grade
  • goodness of fit measure = list of all the naughty behavior kdis do,mothers check what kids did
    2nd instrument - how much naughty behavior bothered them, oftne chose ones the kids didn’t do
  • found good and bad fit parent, kid match
  • by 6th grade kids with bade fit- lowest scores, control - bad fit, learning disabilities, good fit, learning disabilties bad fit
43
Q

Masai Effect

A
  • in Africa
  • traveled from water hole to water hold
  • classifed babies group traveled off
    then met up months latter
    severe drought, people, livestock, babies suffered
  • the babies that lived/survived was the difficult babies
  • parents had to placate babies, so recieved more food, attention
44
Q

Cupboard theories of attacthcment

A

Frued = babies attach, because oral fixation is satsified by being fed
Behavorism = we form associations, babies asociate full tummies with parents

45
Q

Harlow’s work with infant monkeys

A
  • raised them in isolation to NOT get sick, turned out, monkeys acting in unusal ways, rock, self destructive behaviors, started studyign monkeys
  • gave monkeys fake moms (1 soft comforting, 1 feeder monkey)
  • soft comforting monkey was the one they ran to
  • DESTROYED CUPBOARD THEORIES
46
Q

tiffany field- infant massage

A
  • preterm babies who get infant massage, develop faster, led to weight gain
47
Q

Tejada, Dunbar, Monetero study

A
  • hand massages and mod, folks with hand massages, mood improved dramatically
48
Q

Development of atactchment

A
  • human are predisposed to attatchment, when parents behave predictably trust is made
  • preattactchment phase (birth - 6 wks)
  • attatchmetn in the making (6-6 months)
    recognizes parents, want to be held, NOT ALONE, smell mom if breast
    Clear Cut attachtmetn (6- 24 months)
  • learn alongside parents, parents are reference pt
  • object permanence at 7 months
    Formation of Recirpocal Relationships (18-24 months)
  • trust, parents leave with babysitter, they will come back decline in seperation anxiety
49
Q

Spitz “failure to thrive”

A
  • studied orphanages
  • one orphanage, 8 babies to a caregiver
  • feed them by propping up a bottle
  • no cuddling or played with
  • draped cribs so they couldn’t see each other
  • babies with moms who gave birth
  • fed, but babies with mom
  • babies in family home, demonstrated failure to thrive, NO physical medical explanation, not developing simply because of lack of contact comfort
50
Q

Skeel Longitudinal Study

A
  • lots of babies, of DQ scores low, did not get placed for adoption
  • started transferring babeis to insitution, did not get placed for adoption
  • started transferring babies to insitution for women with cognitive deficits, able to visit insitiutiton, DQ scores were well above average
  • suprising because IQ scores are mnalleable
  • kids followed for 21 years, transferred, showed jumps in IQ remained
51
Q

The strange situation

A
  • introduction into lab playroom
  • parent and baby alone
  • stranger enters tries to engage with baby
  • parent leave, baby with stranger
  • parent returns, stranger departs
  • parent leaves baby alone
  • reunion
52
Q

Secure Attachment

A
  • best outcome
  • about 65%
  • baby uses parent as social referencing- baby shows stranger anxiety, baby will be comofrted when baby falls looks to parent for rxn
53
Q

Avoidant Attachment

A
  • (about 20%)
  • don’t do as much social referencing
  • engages with stranger
  • reunion not as happy
  • not attachment/problematic
  • baby could have attachment disorder
54
Q

Resistant/Anxious Ambivalent Attachment

A
  • (13%0
  • babies don’t settle in play room
    cry when parents leaves
  • reunion - push parent away
  • clingy
  • don’t settle in
55
Q

Disorganized - disoriented (2%)

A
  • kids enter playroom
  • don’t settle in when you pick them up, go ridged
  • dazed expression on there face
56
Q

What about daycare?

A
  • research is mixed
  • some suggest higher rates of insecure attachment others do not
  • quality of daycare is an issue, attachment problems, untrained staff, high turnover
    Parenting attentionality - more of this distracted parenting, with kids but on phones.

PSYCH 220 - Developmental (10 decks)

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