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Developmental Psychology > Sensory and Motor Development > Flashcards

Sensory and Motor Development Flashcards

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1
Q

Problems with working with infants

A

They can’t talk, and understand little to no language
They’re often not capable of producing complex or organised behaviour
They often can’t move around
They get grumpy quickly

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2
Q

How to get around problems with working with infants

A

Use methods which are non-linguistic
Help from parents
Take advantage whatever behaviours or dispositions infants possess

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3
Q

What can infants do?

A

Look - look away when bored or look when interested
Suck - bored will suck slower, excited will suck more
Grasp - can they integrate touch information
Crawl and eventually walk - move towards things they like/away from things they don’t

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4
Q

Sucking

A

Measure baseline sucking rate
Measure rate as different stimulus’ shown
If no difference we assume they have not noticed the difference

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5
Q

Looking

A

Visual Paired Comparison Task (VPC)
Shown a picture until they habituate (get bored and look away)
Shown two pictures at once (old and new)
Measure how much they look at the new picture

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6
Q

Problems with working with newborns

A

Birth can be a difficult process

Common for newborns to experience issues which need medical attention

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7
Q

How do you check if a newborn is ok enough to take part in a study?

A 
Apgar scale (0 - 10) 
Score of 8 or above is good 
Appearance - blue or pink
Pulse - absent to >100 bpm
Grimace - no response to grimaces and cries 
Activity - none to all limbs flex
Respiration - absent to robust crying
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8
Q

Vision in newborns

A

Fuzzy, can see light, shapes and movement
Not yet capable of fixation
Range of vision about 30cm

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9
Q

Vision in babies 1-2 months

A

Can fixate

Can distinguish high-contrast colours (black/white)

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10
Q

Vision in babies of 4 months

A

Depth perception and improved colour vision

Can follow objects with eyes without turning head

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11
Q

Vision in babies of 8 months

A

Visual range increases - can recognise people from across the room

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12
Q

Vision in babies of 1 year

A

Vision similar to adult levels

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13
Q

Fantz’s 1961

A

Showed a series of stimuli to young infants and observed their looking behaviour
Shown face like stimulus, jumbled face like stimulus or just outline
Looked more at the face like stimulus than others

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14
Q

Within ____ of birth, newborns are able to recognise specific faces (their mother)

A

1 day

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15
Q

Bushnell et al (1989)

A

Newborn infants’ ability to recognise their mother’s face persists even when olfactory cues are removed (used just visual system)

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16
Q

Walton (1992)

A

Newborns can recognise their mother even when inadvertent visual cues are controlled for

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17
Q

Perceptual narrowing - vision

A

Infants’ visual perception becomes increasingly tailored to regular features of the child’s environment
General abilities are more finely tuned following experience

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18
Q

The Other Race Effect

A

Infants are initially able to discriminate between the faces they see
Gradually become extremely good at distinguishing between the kinds of faces they see around them
Also, they gradually lose the ability to discriminate between faces they don’t see often

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19
Q

Heron-Delaney et al (2011)

A

6 month olds look at picture book of faces
70 minutes of exposure over 3 months either involving Chinese or Caucasian faces
9 month olds shown Chinese faces retained the ability to recognise Chinese faces
Those shown Caucasian faces lost this ability

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20
Q

Pascalis et al (2005)

A

Book-training studies aren’t unique to humans

Infants can recognise individuals from other species with book-training

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21
Q

Can you hear things in the womb?

A

Yes
Heart rate can be measured as direct response to auditory stimuli from 26 weeks gestation (Kisilevsky et al, 1992))
Recognise their mother’s voice (Kisilevsky, et al 2003)

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22
Q

DeCaspar & Spence (1986)

A

Asked pregnant women to read 3 minute story every day for final 6 weeks of pregnancy
Just after birth, they played newborns the familiar story and an unfamiliar one
Newborns preferred hearing the story read while they were in the womb (sucked more)
Even true when read by a stranger

23
Q

Trehub (1976)

A

Infants are initially able to distinguish between phonemes that don’t occur in their native language

24
Q

Eimas et al (1971)

A

Ability to distinguish phonemes narrows to sounds contained in their own language with age

25
Q

Perceptual narrowing - hearing

A

Infants gradually exchange their limitless potential for processing all types of information

26
Q

What is Motherese

A

Speech with higher and wider pitch range
How you speak to a baby/pet
Exaggeration of natural patterns of speech in the language
Helps infants to extract smaller chunks of language
Helps to learn language

27
Q

Touch in foetuses of 8 weeks

A

Respond to the area around the lips being touched

28
Q

Touch in foetuses of 10 weeks

A

Reflexive grasp response when palm is touched

29
Q

Touch in foetuses of 12 weeks

A

Toes curl when soles of feet touched

30
Q

Touch in 6 month old

A

Automatic grasp reflex

31
Q

Do newborns know what something looks like just by feeling it? (Sann & Streri, 2007)

A

Newborn infants given small objects to hold, either cylinder or prism, until habituation
Then shown larger version of the objects
Infants looked longer at the novel object, even though they have never seen either object before
Suggests that they know what something looks like from touch

32
Q

Do newborns know what something feels like from looking at it? (Sann & Streri, 2007)

A

Shown either cylinder or prism
Given small objects to hold
Didn’t hold the novel object for any longer than they held the familiar object
Suggests that they cannot match vision to touch

33
Q

Is cross-modal matching bi-directional?

A

No
Infants can identify an object they’ve previously held by visual means
Infants cannot identify an object they’ve previously seen by touch

34
Q

Motor skills 1-3 months

A 
Stepping reflex 
Lifts head 
Sits with support
Grasps objects if placed in hand 
Sucks 
Smiles 
Control of eyes
35
Q

Motor skills 2-4 months

A

Lifts head and uses arms for support

Grasps cube when placed near hand

36
Q

Motor skills 5-8 months

A

Sits without support
Reaches for and grasps objects
Uses one hand

37
Q

Motor skills 5-10 months

A

Stand with support
Pulls self to stand
Points at interesting objects
Grasps with thumb and finger

38
Q

Motor skills 5-11 months

A

Crawls
Grasps spoon
Learns to direct food to mouth

39
Q

Motor skills 10-14 months

A 
Stands alone 
Walks alone 
Puts objects in containers 
Builds towers 
First meaningful words
40
Q

Motor skills 13-18 months

A 
Walks backwards and sideways 
Runs 
Climbs 
Walks up stairs 
Holds crayon with fingers 
Scribbles
41
Q

Motor skills 18-30 months

A 
Runs easily 
Jumps 
Skips 
Rides and steers tricycle
Walks on tiptoes 
Picks up small objects 
Vocal and articulation increases rapidly
42
Q

Herbert et al (2007) crawling

A

Acquiring the ability to move unaided brings concurrent improvements in memory
9 month olds who could crawl and those who couldn’t
Given a memory task, shown how to play with a novel toy
Toy had novel action associated with it, push button and something happens
Crawlers were able to remember the demonstration and apply it to a novel context (different toy which did the same thing)

43
Q

From crawling to walking

A

Cameras attached to infant to track view that infants get when crawling and walking
Shows that walking gives us a different view of the world
This is why infants give up being skilled crawlers for being poor walkers

44
Q

Perception

A

How we see, hear or directly experience the world

45
Q

Cognition

A

How we form, use and act upon internal thoughts, states or pictures
Mental representations

46
Q

Violation of Expectation task

A

Children are shown an event repeatedly until they habituate
They are shown one of two variations of the event, expected event or something different
If they look longer at one than the other we can say they are surprised by it

47
Q

Wynn (1992)

A

4 and 5 month olds were shown an event where objects moved behind a screen, and the screen was then removed
Event was either possible or impossible
Looked longer at the impossible event

48
Q

Object permanence

A

The ability to understand that even if an object can no longer be seen, it still continues to exist

49
Q

Prior to 9 months, infants _____ to an object after it was hidden

A

Made no response

This was true even if the object was very desirable and they wanted to find it

50
Q

By 9 months infants _______ that are out of view

A

Search for objects

51
Q

Baillargeon (1986)

A

Infants watched a truck roll down a ramp behind a screen, with nothing behind it, until habituation
Testing phase 1, object behind the screen behind the track, the truck would roll past it
Testing phase 2, object behind screen was on the track, the truck still rolls past it
6 and 8 month old infants looked longer in condition where the track was blocked (impossible event)
Object permanence was shown as the object was out of sight

52
Q

Baillargeon & DeVos (1991)

A

Replicated Baillargeon (1986) with 4 month olds

53
Q

What do we do when findings appear to contradict each other?

A

Look at reliability of data
Give a best guess
How do the studies differ?

54
Q

Explaining difference in Piaget and Baillargeon

A

Children have knowledge of the world from early infancy
BUT they only become gradually able to act on the knowledge
Cognitive development in the first year of life involves building links between knowledge and actions

Developmental Psychology (15 decks)

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