week 13 Flashcards
define: social learning
- acquiring info from others
question: do animals pass down knowledge through social learning?
- imo washed potatoes
- 3 mths later = imo’s mom and playmates also washed potatoes
- 2 years later = 7 other monkeys washed potatoes
- 3 years later = 40% of troops was washing potatoes
- NOT considered social learning
- could pick up the beha. on their own
- spread of beha. was slow
⤷ speed didn’t increase as more members learned
⤷ should be an exponential growth if social learning
explain: lyons 2007 puzzle box experiment
- 3 - 5 yrs = showed over-imitation
⤷ did steps that were irrelevant
⤷ goal wasn’t obvious (unclear what to do) - shows human’s predisposition to pay attention to others
- bias to social interactions
define: warmth and responsiveness vs control on parenting styles
- warmth and responsiveness = openly warm, affectionate, resp. to emotional needs
control = effort to set rules and impose limitations
name: 4 categories of parenting dep. on high/low warmth and responsiveness and control
- high WR high control = authoritative
- high WR low control = permissive indulgent
- low WR low control = rejecting-neglecting
- low WR high control = authoritarian
- optimal = authoritative
explain: diff. between each parenting style (4)
AUTHORITATIVE
- explain rules + encourages discussion
- leads to responsible, self-reliant, friendly children
AUTHORITARIAN
- rules are to be followed
- respect and obedience
- leads to unhappy, low self-esteem, aggressive children
PERMISSIVE-INDULGENT
- infrequent punishment
- children do what they want
- leads to impulsive children w/ little self control
REJECTING-NEGLECTING
- provides basic needs but that’s it
- leads to unhappy children
⤷ poor academics, no guidance on beha.
explain: cultural diff. in parenting styles
- asian = cooperation is valued
⤷ more authoritarian assoc. w/ positive outcomes - latino = respect for family is valued
⤷ more authoritarian - low SES = more controlling and punitive styles
question: ways parental beha. impact children?
- observational learning
⤷ learn through counter imitation (learning what not to do) - direct instructions
- feedback
⤷ reinforcement and punishment
explain: negative reinforcement trap (parenting)
- parents unknowingly reinforce beha. they want to discourage
- ex. “compromising” by removing the rule -> reinforces the whining beha.
explain: extinction in terms of parenting
- disappearance of resp. bc lack of reinforcement
- continuous reinforcement -> first time the reward is withheld, child is angry
- partial reinforcement -> longer to extinguish beha. bc don’t have a pattern for rewarding
- best = partial reinforcement
question: is spanking legal
- yes
- if justified
- not exceeding what’s reasonable under the circumstances
question: when can parents use physical punishment?
- children 2 - 12 yrs
- not degrading, humiliating, harmful
- when parent is not angered
- used to correct or teach child
- best if directly after undesirable beha.
⤷ and in a consistent manner w. an explanation
explain: effects of punishment on beha.
- only reduces beha. while punishing agent is present
⤷ resumes when threat is removed - does not lead to extinction
⤷ teaches inappropriate beha. but no guidance about desirable beha.
name + explain: types of play in infancy
- parallel play = 1 yrs
⤷ play alone but interest in what others are doing - associate play = 15 - 18 mths
⤷ engage in similar actitivies
⤷ may offer toys + smile - cooperative play = 2 yrs
⤷ play interactively w/ special roles
explain: how play is impacted by culture
- often involved acting adult roles
⤷ recreating the envrt. around them - india and peru = less likely to play make-believe
question: are imaginary friends good?
- yes
- preschoolers w/ imaginary friends found to be more sociable
⤷ have more friends and greater self-awareness
question: how do friends change over time?
- start was voluntary relationship between 2 ppl w/ mutual liking
- may reflect shared activities
- in adolescence = intimacy begins
⤷ trust, romance, sexual activity
explain: congenital cataracts
- indiv. born w/ dense cloudy patches on lens
- impacts vision
- more common as you get older
question: what happens to a baby born w/ cataracts? does the brain dev. despite vis. deprivation?
- newborn = prefers face-like and interesting stim.
- 3 mths = prefers faces and interesting stim
⤷ no longer like face-like stim.
⤷ means they learned w/ exp. that they aren’t faces - surgery patients = prefers face-like and interesting stim.
⤷ same as newborns
⤷ suggests exp. matters bc brain was not developing despite the cataracts
question: how does acuity change w/ 1 hr of visual exp.? 1 mth?
- tested patients w/ cataracts vs treated patients
- all showed improvement after 1 hr
- all showed much more improvement after 1 mth
- age matched controls (no cataracts) showed improvements too
⤷ but patients improvement much faster - suggests brain was waiting for vis. exp.
⤷ when it got it -> fast tracked dev.
question: exp. expectant processes vs exp. dependent processes?
- exp. expectant = brain waits for vis. input to set up architecture for vision
- exp. dependent = brain specializes in processing info that’s in envrt.
question: can face perception happen w/out exposure to faces?
- monkeys raised in visually rich envrt. but no faces
- face deprivation lasted 6, 12, 24 mths
- afterwards: either shown only human faces or only monkey faces for a month
- shown monkey face, human face, non face thing
- control preferred own species
- deprived group preferred faces w/out bias for sp.
⤷ shows experience expectant - human face group preferred human faces
⤷ no longer like face-like bc don’t like monkey face - monkey group preferred monkeys
^both show experience dependent
**overall = experience matters
