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PSYC 302 > Studies > Flashcards

Studies Flashcards

1
Q

Aknin, Hamlin & Dunn 2012: Prosociality

A
  • 23- months old
  • Warmup gives 3 puppets treats, eating treats themselves
  • Experimental period (happiness coded at each stage)
    1. Meet Monkey
    2. Child receives 8 treats in own bowl
    3. Experimenter gives “found” treat to Monkey
    4. Child gives “found” treat to Monkey
    5. Child gives own treat to Monkey

Conclusion: Toddlers happy when prosocial

Happier after share spontaneously versus in
response to request (Lennon & Eisenberg,
1987)

Happier after benefit others (and, the self)
versus no one (Hepach et al., 2017)

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2
Q

Rene Spitz: Orphanage vs Prison Studies

A

Orphanage v Prison Studies

  1. Compared sterile (but physically supportive) orphanages to prison nurseries

After 4 months, babies in orphanages (NOT in prisons):
- Movement diminished: lay in one place
- Vacant, expressionless faces
- Infants unstable and hyper-fearful: sudden dramatic
clinging, biting
- Stereotyped motor behaviors (rocking, banging heads
against crib, thumb sucking)

  • 37% of orphanage babies did not survive past second birthday
  • Zero prison babies died
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3
Q

Anna Freud & Sophie Dann: Concentration Camp Children

A

Concentration Camp Children

  1. Group of 6 infants separated from parents in concentration camps; no stable adult figure; essentially raised each other
  • Discovered at age 3
  • Initially quite hostile towards adults, but lovely to each other: shared, took turns
  • Fared better than orphanage children (with no relationships); became relatively normal adults
  • Peer relationships may help in atypical attachment
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4
Q

Harry Harlow: Wire mom vs Cloth mom

A

Wire mother was made up of wire, provided food; cloth mother was soft, did not provide food

Harlow’s monkeys turned out atypically,
especially if no cloth mother
- Lacked social skills, abused their own
offspring

  • Cloth-mother infants able to use mother as
    “secure base” from which to explore
  • Orphanage-reared children also atypical
  • Recall international adoption studies: age
    adoption matters
  • As with peer-raised kids, peer-raised monkeys
    fare better 14
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5
Q

Mary Ainsworth: Attachment style

A

Strange Situation (Attachment styles)

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6
Q

Mirror Rouge (Mark) Test

A
  • Mirror Self Recognition = Is it me, or another baby in the mirror

Pass by 18 - 24 months
- Autistic kids have particular trouble

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7
Q

Ross et al., 2016: Sense of physical entity

A
  • Non-Western Children outperforming Western in Shopping Cart Task
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8
Q

Shopping Cart Study

A
  1. The baby is standing on a mat that is tied to a shopping cart
  2. The baby is asked to push the shopping cart to their mother
  • 18 months babies realizes that the cart won’t more because they are standing on it - A sense of body as physical entity
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9
Q

The Still-Face Paradigm

A
  • Mothers interact normally with babies for 2 minutes, then go totally neutral for 2 minutes, then go back to interacting

Infants find “still-face” phases extremely distressing

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10
Q

Thomas and Chses: New York Study

A

New York Longitudinal Study

  • Studied 141 children from infancy to adulthood

9 dimensions on which to characterize infants

Babies categorized:
- 40% “easy” = happy, adaptable, regular routines, not over- nor under-sensitive
- 10% “difficult” = unhappy, unadaptable, irregular, intense reactions
- 15%. “slow to warm up” = negative, low activity and intensity, unadaptable, withdrawn
- The rest didn’t fit cleanly

Predicts functioning years later
- Difficult children at high risk for adjustment problems
- Shyness in slow to warm up children

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11
Q

Jerome Kagan et al.: Inhibition

A

Inhibited and Uninhibited infants

~20% of 4-month-olds can be characterized as “inhibited” (or, upset by novelty)
- More likely to end up shy children (who have peer difficulties and are 4-6X more likely to develop anxiety)
40% of 4-month-olds “uninhibited” (or, delighted by novelty)
- More likely to end up sociable children

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12
Q

Genesee et al., 1996: Bilingual

A
  • 1 and 2-year old French-English bilingual infants
  • Videotaped while interacting with monolingual strangers
  • Infants changed their language depending on the language of the stranger
  • However, infants still used words from the other language
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13
Q

Weikum et al., 2007: Visual Language Discrimination

A

Visual Language Discrimination
- All infants succeed at 4 & 6 months
- Only bilingual infants maintain at 8 months

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14
Q

Bialystok, 2015: Adaptation Hypothesis

A

“Adaptation Hypothesis”

Enhanced executive function (EF)
- Inhibitory control
- Task switching
- Attentional allocation

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15
Q

Spelke et al, 1995: Physical law in object v agent

A

People are not limited to laws of billiard-ball physics

  • Infants distinguish agents from objects
  • They differentially respond to their actions
  • They know that objects are subject to physical laws like contact causality, but think humans/agents may not be
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16
Q

Woodward, 1998: Mental States

A

Infants viewing others’ behaviors in terms of mental states

  • A ball and a bear placed beside each other
  • Reaching for either is its respective goal
  • New goal, old location vs New location, old goal

Infants look longer at the change in goal object than at a change in location

Inanimate Claw condition
- Claw shows no specific cues to agency, therefore contact objects

Infants do not distinguish these test events showing that goal representation is specific to the actions of agents

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17
Q

Gergely et al., 1995: Rational Behavior

A

Habituation: Little ball repeatedly jumps barrier to get to big ball

Experiment
- The barrier is removed but little ball continues to jump even when barrier is removed (infants look longer)
- Indicating that they expect agents to act rationally, even if that means changing their physical behavior

18
Q

False Contents task: False-Belief

A

“What do you think is in the box?”

“Smarties”

“Why don’t you open the box and see?”

“Oh it’s pencils”

“Let’s close the box. What do you think your friend Jenny would is in the box if she saw it?”

“Pencils!”

  • Passing false-belief tasks
19
Q

The Sally Anne Task: False-Belief

A
  1. Sally has a basket and Anne has a box
  2. Sally put hers red ball in the basket
  3. Sally goes out of the room and leaves Anne alone
  4. Anne takes the ball out of the basket and puts it in the box
  5. When Sally comes back and she wants to play with the ball, where will Sally look for her ball

For a participant to pass this test, they must answer the Belief Question correctly by indicating that Sally believes that the marble is in her own basket.

20
Q

DiGiogio et al., 2016: Autism

A

Compared 13 HR and 16 HR newborns preferences for face-like, direct gaze, and biological motion stimuli

Basis of the difference
- HR: No preference
- LR: Preference for social

  • Differences between HR and LR newborns suggests innate subcortical orienting mechanism may not exist in HR infants

Suggests successful orienting to social stimuli from 2 mos in HR infants because cortical mechanisms do develop
- However, cortical mechanisms develop atypically/decline in function, because not supported by subcortical ones

21
Q

Izaard et al., 2009: Familiarization of sounds

A

After familiarization to # of sounds (4 or 12), newborns look to matching display

22
Q

Wynn, 1922: Unexpected Problem

A

Babies look longer at unexpected problem

1+1=1

23
Q

McKenzine & colleagues: Peak-A-Boo

A
  1. Peek-a boo Paradigm: Train babies to anticipate location of peek-a-boo-er in circular surround (30 degrees to their right etc)
  2. Then turn them and see if they anticipate egocentrically or allocentrically

Gets better and better from 4-8 months (pre-crawling)

24
Q

Sandbox Paradigm

A
  1. Different-shaped sandboxes used to test different things

With younger babies, hide toy in one location, find it in another, 5-months-olds are surprised

25
Q

Lourenco & Longo, 2010: Magnitude

A

Habituation: Black = more (bigger size, longer duration)

Test:
Congruent: black = bigger #
Incongruent: black = smaller #

9-month-olds longer looking to incongruent colour/number relation

26
Q

Meltzoff 1988, Deferred imitation

A

Adults perform an action and babies are not allowed to do anything until some time has passed
- 9-months baby exemplify deferred imitation by solely repeating the adult’s action through memory

Shows that deferred imitation is present at 9-months onwards, and strongly present at 14-months

27
Q

Guy et al., 2013: Visual Recognition Memory

A
  • “Short lookers” versus “long lookers” in VRM tasks
  • Thought to reflect more versus less efficient encoding
  • Short lookers do better on recognition, but also language, play, intelligence
  • Also show “global precedence” — primary focus on global info rather than local
  • Short-lookers show brain activity differences between familiar and novel-global; long-lookers between familiar and novel-local
28
Q

Turati et al., 2003: Categorizing

A

Explored newborns’ ability to perceive perceptual similarities between different exemplars of 2 broad classes of simple shapes: closed and open geometric forms

Tested on new instance of old category or new category

Newborns showed preference for novel form!

Newborns are able to form broad categories of distinguishable geometric shapes by relying on the shapes’ perceptual similarity.

29
Q

A-not-B error

A

Babies of 10 months or younger typically make the perseveration error, meaning they look under box “A” even though they saw the researcher move the toy under box “B”, and box “B” is just as easy to reach. Piaget called this phenomenon A-not-B error

30
Q

Kellman & Spelke, 1983: Representing Unseen Entities

A

A box is placed on top of a rod covering the gap between the rods

-Infant perceive the rod without a gap if it moves together with the box

31
Q

Baillargeon et al., 1985: Screen or Drawbridge study

A

Younger babies look long at the impossible event (screen passing through box),
- Means they remember the box

Older babies even seem to know what angle the screen should stop at

32
Q

Spelke’s Shelf study: Studying Solidity

A

2-year-olds fail to predict outcomes of physical events

33
Q

Leslie & Keeble, 1987: Contact Causality

A

Habituation
Cause: yellow cause blue to move
Pause control: Yellow moves, blue moves, no cause

Test
Causality reversal: Blue causes yellow to move

Infants in cause condition dishabituate to causality reversal; infants in pause condition do not

34
Q

Stahl & Feigenson, 2015: Core Principles

A

Test Knowledge-Consistent and Knowledge-Violation outcomes in experiments

  • 11-months-old shown objects that either violated core principles, or did not
35
Q

The Moving Room

A

Test proprioception/the use of optic flow
- Early walkers fall; adults sway: the more experience, the more behavioral flexibility

Active experience matters
No critical period
Active feedback essential for learning to move around in space

36
Q

Gibson & Walk, 1960: The Visual Cliff

A

Infants with 6 weeks crawling experience avoid the cliff, those with only 2 weeks cross
- Issue seems to be integrating perception and action

37
Q

Karen Adolph: The Veritable Cliff

A

Test of infant’s perception of different depth in terms of its riskiness

Experience integrating perception and action required

38
Q

Slater er al., 1990: Size Constancy

A

Habituation
- Show newborns one object placed at varying distances (and, therefore, varying retinal image sizes)

Do newborns realized this is one repeated object, or do they see this as many distinct objects (Size constancy)

Test
- Show old object, plus identical but larger object that is farther away

Newborns looked toward new object, suggesting saw it as new
-Suggest saw original as one repeated object, despite changes in retinal size

39
Q

The Ames Window: Testing Pictorial Depth

A

With one eye covered, 7-months-olds (but not 5mos) reach to long side - suggest pictorial cue develops around 6 mos

40
Q

Meltzoff & Barton, 1979: Testing Intermodal Perception

A

Habituation:
- Suck on either a nubby or smooth pacifier

Test
- Shown both, tries to match

Newborns succeed, suggesting an innate intermodal perception

41
Q

The McGurk Effect

A

Young infants detect sound-face movement matches for non-native speech sound; older infants do not

42
Q

Dominguez et al., 2008: Racial Differences

A

The role of general, pregnancy, and racism stress

Only pregnancy and racism stress thus preterm and LBW more common against Black mothers

PSYC 302 (12 decks)

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