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PSYC 250 > Week 4 - Chapter 5 and 6 > Flashcards

Week 4 - Chapter 5 and 6 Flashcards

1
Q

Perception

A

process of organizing and interpreting sensory information about the objects, events, and spatial layout of the world around us

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2
Q

Sensation

A

processing of basic information from the external world by receptors in the sense organs

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3
Q

What do newborns see?

A

Not much
Low in colour
Low definition
Focus on mother
Rapidly develops - full vision around 12 months

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4
Q

Preferential looking technique

A

Two visual stimuli side by side - baby looks at one longer - can infer

Baby can discriminate between the two things
Baby prefers one over other - prefers faces

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5
Q

Visual acuity

A

Degree of visual discrimination
Contrast sensitivity

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6
Q

Vision in first months

A

Can’t distinguish between white and colour - cone cells are underdeveloped

By 2 months colour vision is similar to adults

Vision almost adult like by 8 months

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7
Q

Visual scanning

A

Newborns scan environment, attracted to moving stimuli

Eye movements jerky, get smoother by 4 months

Infants can seek out what interests them - active control

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8
Q

Visual scanning at one month vs two months

A

1 month - scan outside, doesn’t focus on face really

2 months - looks at features, focus more on mouth while babbling,

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9
Q

Face perception

A

Infants are drawn to face-like shapes (both human and monkey) and quickly recognize and prefer
human faces (specifically their caregivers’ faces)

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10
Q

Perceptual narrowing visual

A

infants become better able to discriminate amongst the kinds of faces that they
frequently experienced in their environments (by 9 months of age)

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11
Q

Own race effect

A

individuals find it easier to distinguish between faces of individuals from their own racial group IF they are around that group

Newborns show no preference, 3-month-olds show own-race preferences
• Learn more in tasks where information is provided by own-race face (due to their “specialization”
in the facial details of one’s own race)
• Related to exposure rather than race

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12
Q

Depth perception

A

Infants show early sensitivity to a variety of
depth and distance cues

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13
Q

Optical expansion

A

Infants as young as 1 month blink
defensively when an object is headed
toward them (innate reflex?)

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14
Q

Stereopsis

A

process of combining differing
visual inputs to perceive depth
Complete around 4 months of age
Experience-expectant plasticity
● Sensitive period: 3 months

Farther away = less disparity

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15
Q

Visual cliff

A

Infants will walk off when they first start to crawl and walk
Then they won’t walk off large drop offs- 6-14 mo. even when parent tells them to go across - perceived depth
Looking at what infants think is safe

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16
Q

Picture perception

A

takes some time for them to understand the
nature of 2-D images

Sometimes attempt to grasp the image in a
book (shown cross-culturally)

By 19-months, come to understand symbolic nature of
pictures - Piaget though after 2 years

With more experience with drawings, toddlers are able to
understand the relation between 2-D drawings of an
object and the 3-D object.

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17
Q

Auditory perception

A

Most advanced at birth
Still gets better
Fetuses can hear pretty well as they are developing and
learn basic features of their auditory environment (e.g.,
mother’s voice)

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18
Q

Auditory localization

A

perception of the spatial location of a sound source
• When newborns hear a sound, they turn toward it
• This capacity improves slightly with age - as head grows

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19
Q

Infants and taste

A

Maternal diet can have effects
Can potentially have an effect on food intake later
on in life (e.g., garlic)
• Infants prefer sweet tastes and reject bitter and
sour tastes
• Preference for salt appears around 4 months

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20
Q

Infants and smell

A

Based on mother

Smell is also present early on in life

Long story short: infants prefer their mother’s scent - Scent mapping

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21
Q

Infants and touch

A

Sensorimotor period: infants learn about their environment through touch - put things in mouth

4 months - greater manual exploration - hands

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22
Q

Intermodal perception

A

combining of information from two or more sensory systems
• Important to coordinate across senses to understand causality and what to expect
• Infants successfully integrate information around ~4 months of age

McGurk Effect

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23
Q

Infant reflexes

A

Rooting - turn head and open mouth in direction of touch

Sucking and swallowing - roof of mouth touch triggers

Tonic neck - head turned to one side, arm on that side of body extends, arm and knee on other side flex

Moro - startle - throw arms back and head and draw them in quickly

Grasping - when palm is pressed, planter = feet

Stepping - when being help up with feet on surface

Nativism

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24
Q

Developmental milestones - motor

A

Vary due to culture
prone,lift head - 1 mo.
chest up - 2-4 mo.
roll over - 2-5 mo.
supports some weight w legs - 3-6 mo.
sits w/o support - 4.5-8 mo.
stand w support - 5-10 mo.
pulls self to stand - 6-10 mo.
walks using furniture - 7-12.5 mo.
stands alone easily - 10-14 mo.
walks alone easily - 11-14 mo.

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25
Q

Reaching

A

Pre-reaching movements are very important to children’s motor development
• (remember Esther Thalen’s work) → clumsy movement to coordinated reaching (via
integration of various systems)
• Stable sitting and smooth reaching by 7 months → can easily explore objects
• Increases their visual and language development

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26
Q

Self locomotion

A

At around 8 months, infants engage in self-locomotion

• Walking around 11-12 months
• Balance
• Wide stance
• Keep hands in the air
• Both feet on the ground 60% of the time

27
Q

Scale errors

A

Unable to adapt perception when object is small
Would try to use a toy in the same way

28
Q

Components of language

A

Comprehension - Understanding what others say (or sign or write)

Production - Refers to actually speaking (or signing or writing)
to others

Understanding before production

29
Q

Components of all languages

A

All human languages share similarities
Sounds are combined to form words
Words are combined to form sentences
Sentences are formed to compose stories, conversations, and
other narratives

Learning a language involves learning the
language’s sounds and sound patterns, its
specific words, and the ways in which the
language allows words to be combined

30
Q

Phonological development

A

Knowledge about phonemes
○ Phonemes– basic unit of sound

31
Q

Semantic development

A

System for expressing meaning
○ Morphemes, the smallest unit of meaning in a language
○ Hat -> one morpheme
○ Hats -> two morphemes (designating multiple hats)

32
Q

Syntactic development

A

Syntax or rules for combining words
○ E.g., I ate the apple (subject, verb, noun)

33
Q

Pragmatic development

A

Acquiring knowledge of how language is used

ASL and LSQ have the same components as spoken language

34
Q

By age 5 in language…

A

Use correct phonology,
semantics, syntax
Make appropriate pragmatic inferences

generating totally novel sentences in their native language.

35
Q

What is required for language?

A

Human brain
13-17 months - both hemispheres
20 months - left hemisphere

Human environment

36
Q

Sensitive period of language development

A

Sensitive period of language development
■ Easily learn a new language until ~5 – puberty age.
■ More difficult after
■ Puberty onwards least success.

37
Q

Evidence for sensitive periodof language

A

1) Neglect (The case of Genie) - no syntax, few words, synapses were pruned away
2) Effects of brain damage suffered at different ages
on language
● Older adults who suffer brain damage experience
language impairment whereas children’s brains are
able to reorganize and develop language
■ 3) Language capabilities of bilingual adults who
acquired their second language (spoken or signed) at
different ages

38
Q

Human environment and language

A

Human Environment:
■ Others using language
■ Listening to others talk
■ Evidence showing
preferences for speech
rather than nonsensical
sounds (Vouloumanos et
al., 2010)

39
Q

Infant directed speech

A

Infant-directed speech (IDS) (parentease)
● Warm affectionate tone
● High pitch
● Extreme intonation
● Slower speech combined with exaggerated
facial expressions
■ Why? Dr. Pat Kuhl
■ IDS is common but it is not universal
Important for early language development - predicts what words children know a year later

40
Q

Facts about bilingualism

A

50% of children in the world
● Learning begins in womb
● Do not confuse the two languages
○ Build two separate linguistic systems
○ Language mixing (gap of knowledge rather than
confusion)
● Use vocabulary in one language to fill gaps
in the other language

41
Q

Bilingualism in children

A

Bilingual children
● Initially lag behind (in vocabulary) monolingual children
○ Course and rate of learning one and two languages are similar
● They perform better than monolingual children on a executive function
○ Due to increased cognitive flexibility that is practiced in learning two languages

42
Q

Perception of speech sounds

A

Infants
Prosody: rhythmic and intonation patterns
with which a language is spoken
Categorical perception: the perception of
speech sounds as belonging to discrete
categories (/b/ vs./p/)
○ Infants are able to make MORE distinctions
than adults do
■ Can distinguish phonemic contrasts that
are not made in their native language

43
Q

Perceptual narrowing and speech sounds

A

both ASL as well as spoken English
Eventually lose other phonemes

44
Q

Word segmentation

A

where words begin and end in fluent speech (6-12
months)

45
Q

Regularities in native language

A

Stress patterns
● Distributional properties - certain sounds are more likely to appear
together than are others (any language)

Most used word is their name

46
Q

When does comprehension start

A

○ Associate words with meaning (begins 6
months)
○ Understand more words than their
parents think they do

47
Q

How does production start

A

Drawn out vowel sounds, or coos (6 to 8
weeks)
• Babbling - repeated strings of sounds
made of a consonant followed by a vowel
(6 to 10 months)

48
Q

Babbling

A

Verbal and sign language

49
Q

Language and technology

A

Parent teaching is better
Interactive
Can correct

50
Q

Adults supporting language development in infants

A

Infant-directed speech
* highlighting of new words
* labeling of objects that the child focuses on
* Reciprocity in interactions – dialogues that allow
infants to alternate between active and passive
role (when parents respond to babbling)
* Develop interactive routines
* Simple games like “Give-and-Take” or “peek-a-
boo”
* Pointing to objects and labeling them (by 12
months)

51
Q

Toddlers at the holophrastic stage of language development

A

One year, ten to fifteen months

Holophrastic period – expressing a “whole phrase” with a single word

Names for people, objects, and events from everyday life - nouns more than verbs

Overextension – overly broad interpretation of the meaning of the word
■ Example: Calling all four-legged animals dogs
○ Underextension– using a word in a more limited context than is appropriate
■ Example: “dog” only referring to the family dog not all dogs

52
Q

Language production - novel word learning

A

When there’s new words children exploit the context where the word was used to infer its meaning
Use pragmatic clues - pay attention to social context, use adults focus of attention for meaning, use adults emotional response

53
Q

How do adults support language development?

A

Infant directed speech, repetition, naming games or other word games, consistency in environment

54
Q

Sentence production

A

Telegraphic speech - two word utterances - 2 yrs

Four word sentences with more than one clause (i want this toy) - 2.5 years

55
Q

Promoting sentence production

A

Responding with full form of the sentence
Selling clarification - proper labelling of nouns and objects

56
Q

Younger preschoolers

A

Evidence of grammar learning
Over regularization errors - treat irregular forms of words as if they were regular

Self directed speech - Vygotsky
First conversations - collective monologues, egocentric - Piaget
Capacity for sustained conversation increased - 21-36mo
Talking about past increases - around age 3

57
Q

Older preschoolers

A

Narratives - description of past events like a story - 5 years
Pragmatic development unfolds - children use information effectively (emotions, gestures, intonation, adults focus of attention) to interpret meaning

Learn to take other perspectives in conversations - develops alongside executive functioning - bilingual children are better

58
Q

beyond preschool

A

More improvement in sustaining conversations - more related to what other person has just said - listening and perspective talking

Produce humorous expression - appreciation of multiple meanings of words

6 years - 10k words
10 years - 40k words
College - 150k words

59
Q

Language in PREVERBAL INFANTS

A

6-12 months
Can distinguish phonemic contrasts
Can segment words - figure out start and end
Stress patterns
Can associate words with meaning, babbling

ADULTS - infant directed speech - highlighting and labelling words, develop interactive routines - games

60
Q

Language development TODDLERS 1 yr

A

Holophrastic stage - around 1 year
First words - over and under extension
Use pragmatic clues to learn word meanings

Adults support with infant directed speech, repetition, naming games, consistency in environment

61
Q

Language development TODDLERS 2 yr

A

Telegraphic speech - first sentences
Four word sentences 2.5 years

Adults promote sentence production - respond with correct sentence

62
Q

Language development YOUNGER PRESCHOOLERS

A

3 yrs
Grammar learning- Overregularization errors
Self directed speech, egocentric speech

Adults correct grammar, ask for clarity, scaffold

63
Q

Language development OLDER PRESCHOOLERS

A

Age 4-5
Narratives - story structure
Pragmatic development - use info to interpret meaning
Consider others perspectives

Adults use more sophisticated scaffoldin - open ended questions

64
Q

Language development BEYOND PRESCHOOL

A

More ability to sustain a conversation
Humour - multiple meanings

PSYC 250 (14 decks)

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