Quiz 1 (post exam 1) Flashcards
Piaget’s Cognitive Developmental Theory
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
Cognitive Change
Organization and adaptation
- assimilation
- accomodation
- equilibirum
assimilation
= when you encounter something new, understand it based on existing cognitive structures
accommodation
= new situation, you change existing cognitive structure based on existing events)
Equilibrium
balance between assimilation, accommodation, development ties to equilibrium
Schemes
thoughts that underlie actions, grasping reflex → grabbing action
Operations
schemes become more organized and sophisticated, organized 2+3 =5, and conservation
Paiget’s Period of Cognitive Development
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)
Primary circular rxn (1-4 months)
First learned adaptations
Change behavior in response to environmental demands
Circular rxns are primary
Oriented towards infants
Secondary Circular Rxns (4-8 months)
Circular rxns are secondary
Actions are repeated that affect the environment
Imitated actions practiced
Shaking rattles, play mats
Coordination of secondary circular rxns (8-12) months
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
Stage 5: Tertiary Circular rxns (12-18 months)
Circular rxns are tertiary
Infants repeat actions with variation, exploring the environment
Banging on pots
Substage 6 Mental Representation (18 months - 2 yrs)
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
Preoperational Stage (2-7 years)
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
The three mountains task
Piaget presented kids with three different mountains
Take pictures of each vantage point, which adult sees, would always point to there vantage point
Concrete Operational (7-11 years)
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
Formal Operational (12 - adult)
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
Critique of Piaget
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
Vgotsky’s Social Constructivist Approach (1934 - 1986)
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
4 levels of development
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
Vgotsky language
ZPD (zone of proximal development
Language and cognition being linked
Language as a tool that can shape thought, process is more important than product,
Miller et al (1995)
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
Important of Development
Motivation enhancement working with others
Importance of apprenticeship (midvies)
Importance of collaborative learning (reading buddies)
Critiques of Vygotsky
ZPD ambiguity, operational definitions
The Sapir Whorf Hypothesis
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
Language vs Communication
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
Productive Expressive Language Development
= 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”
Pantanese/child directed speech-
you are talking to a child, loud, slower, repetition, speech for babies, research shows pantase facilities language development
Overextension/underextension -
over= kids take a word and use it too widely, daddy is every guy, under = using a word too narrowly, dog = only there dog
Overregularization
= making language more predictable than it is, “yesterday I run so fast, I runned” applying past tense they have heard
Behavioral Perspective -
- environmental influences, operant conditioning, imitation, parents supporting language, doesn’t do it all all
Nativist perspective
= 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
WUG experiment
= 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
Sign Language research
= 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
Apes and Language
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
Temperament
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
9 qualities of temperament
- extent/level of motor activity
- rythmicity, degree of regularity
- the response to a new object, or perosn
- adaptability
- threshold of sensitivty to stimulus
- intensity of a response
- general mood/disposition
- degree of a child’s distractibility
9 child’s attention span
Easy Kids
happy, friendly, predictable, don’t mind change
Difficult Child
cranky, intense, react with intensity, don’t like change, NOT adaptable
Slow to warm up child
- in the middle, take them some time, generally adaptable when given time
The Goodnes of Fit model
- 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
Study Example
- 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
Masai Effect
- 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
Cupboard theories of attacthcment
Frued = babies attach, because oral fixation is satsified by being fed
Behavorism = we form associations, babies asociate full tummies with parents
Harlow’s work with infant monkeys
- 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
tiffany field- infant massage
- preterm babies who get infant massage, develop faster, led to weight gain
Tejada, Dunbar, Monetero study
- hand massages and mod, folks with hand massages, mood improved dramatically
Development of atactchment
- 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
Spitz “failure to thrive”
- 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
Skeel Longitudinal Study
- 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
The strange situation
- 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
Secure Attachment
- 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
Avoidant Attachment
- (about 20%)
- don’t do as much social referencing
- engages with stranger
- reunion not as happy
- not attachment/problematic
- baby could have attachment disorder
Resistant/Anxious Ambivalent Attachment
- (13%0
- babies don’t settle in play room
cry when parents leaves - reunion - push parent away
- clingy
- don’t settle in
Disorganized - disoriented (2%)
- kids enter playroom
- don’t settle in when you pick them up, go ridged
- dazed expression on there face
What about daycare?
- 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.
