Exam 2 Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Sensation

A

Processing of basic information from the external world by receptors in the sense organs (eyes, ears, skin etc.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Perception

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Acuity; How is it tested

A

Acuity: Ability to see “fine detail”
Testing: Preferential looking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Preferential Looking

A

Testing: Two visual stimuli are displayed side by side, compares how long infants look at each stimuli
Proves: The infant can both discriminate between the two stimuli and the infant prefers one over the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Habituation

A

Involves repeated presenting an infant with particular stimuli until the infant habituates (their response declines). Then a novel stimulus is presented, if the infant dis habituates in response to the novel stimulus, the researcher infers that the infant can discriminate between old and new stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Early Limitations

A

-Preference for High Contrast (due to size, space, and shaping of cones)
-Poor Color Vision (preferring red and blue)
-Visual Scanning (short jerky movements)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Pattern Perception

A

Prefer Mom’s face after only 12 hours
No initial preferences for particle face expression but by 9-12 months prefer smiling over angry (infants like attractive faces)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Perceptual Constancy & Size Constancy

A

Objects appear to maintain shape and size despite constant changes in retinal image, infants have size consistency by 1 month

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Object Segregation

A

Knowing where one object ends and another begins
Cues: color, shape, texture, gaps, motion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Intermodal Perception

A

Integrating input from two or more sensory systems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Components of Language

A

-Phonemes: Learning the sound system of language (“beer” vs “deer)
-Morphemes: Learning the meanings of words (“cats” vs “cats”)
-Syntax: Learning the rules for combining words (grammar
dog bites man” vs “man bites dog)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Brain Areas Associated with Language

A

-Broca: Speech production, controls speech muscles via motor cortex
-Wernicke: Speech ‘sense’, interprets auditory code

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Gene Case

A

Case: From the age of 18 months to 13 years old her parents kept her locked up in a room alone, her development was stunted (physically, metrically, and emotionally), her language never developed much beyond a toddler’s
Theory suggest developmental changes in the plasticity of language-related regions of the brain and motivational differences across age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Second Language Learning

A

Younger = More hemispheric localization
Cerebral organization differs depending on when 2nd language is learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Discrimination of Non-Native Phonemes (Janet Werker)

A

By 12 months infants become less sensitive to the differences between nonnative speech sounds. Werker tested English speaking infants on their ability to discriminate speech, the infants turned their heads toward the sound source when they hear a change in sounds.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Prosody

A

The characteristic rhythmic and intonation patterns with which a language is spoken
(basics for very early learning, large reason for why languages sound so different)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Babbling

A

Strings of consonant-vowel syllables drawn from a fairly limited set of sounds
(begins between 6-10 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Quine’s Problem

A

An infinate number of hypotheses about word meanings are possible given the input the child has.
“Gavagai”
Does it refer to Something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Factors that Aid in Word Learning

A

-Adult Influences: quality of taking and name games
-Children’s Contributions: pragmatic cues (social context), syntactic bootstrapping (figuring out new meanings of words by using grammatical structure of the sentences)

20
Q

Daul Representation

A

Young children have substantial difficulty treating an object both as itself and as a representation of something else

21
Q

Pictures (2D)

A

Young children treat pictured objects as if they can be grasped, they think the object is real
Stops at about 2.5 years

22
Q

Scale Error (3D)

A

Toddlers can make the mistake of treating many tiny replicas as the real thing
Hard to see objects as symbols, dual representation is hard, hard to preform on tasks

23
Q

Drawings

A

When young children first start making marks on paper their focus is almost exclusively on the activity with no attempt to produce recognizable images, at about 3-4 years children begin trying to draw pictures of something

24
Q

Quinn & Eilmas

A

Tested 3-4 month olds ability to distinguish between cats and dogs
Found that even infants form categories

25
Q

Concept

A

General ideas or understandings that can be used to group together similar things, helps us simplify the world and think more efficiently

26
Q

Object Hierarchies

A

Superordinate - very specific
Subordinate - medium or in-between
Basic - first learned
(plant - tree - oak)

27
Q

Inheritance

A

3-4 year olds know that physical characteristics tend to be passed on from parent to offspring

28
Q

Essentialism

A

The view that living things have an essence inside them that makes them what they are

29
Q

Counting Principles

A

-One to One Correspondence
-Stable Order
-Cardinality
-Order Irrelevance
-Abstraction

30
Q

Recognizing Goal Directed Behavior

A

The understanding that desires lead to actions is firmly established by 2 years

31
Q

Why are False-Belief Tasks Hard

A

Description: Another person believes something to be true that the child knows is false, the question is whether the child thinks that the other person will act in accord with his or her false belief or the child’s correct understanding of the situation
Challenge: Depends on whether children understand that other people’s actions are determined by the contents of their own minds rather than be the object truth of the situation

32
Q

When is Success Seen in False Belief Tasks

A

Quite a few children around 3 years old will succeed if the task is presented in a manner that facilitates understanding (if they tell the child that the two of them are going to play a trick on another child, they will correctly predict that the other child will say the box contains smarties)

33
Q

Numerical Equality

A

The idea that all sets of N objects have something in common “twoness”

34
Q

Egocentric Encoding of Space

A

The locations of objects are coded relative to the infants’ position at the time of coding

35
Q

Trouble Understanding Plants are Alive

A

Plants grow and heal themselves like all other living things but they do it very slowly which is hard for a young child to realize.
Children have a shallow and fragmented understanding and they simultaneously possess both mature and immature biological understanding.

36
Q

Mandler & McDonough

A

Very young children’s basic categories do not always match those of adults. For examples, rather than forming separate categories of cars, motorcycles, and buses, young children seem to group these objects into one category of “objects with wheels”

37
Q

Perceptual Categories

A

The grouping of objects that have somewhat similar appearances

38
Q

Telegraphic Speech

A

Short (two-word) utterances that leave out non-essential words

39
Q

What Words Are Learned Most Early On

A

Nouns. Early words often refer to family members, pets, and important objects

40
Q

Speech Stream

A

Infants use predictable sound patterns to fish out words of the passing stream of speech. This ability appears to be available at the youngest age tested, just days after birth.

41
Q

Overregulazation Errors

A

Treat irregular forms as if they were regular (‘went’ vs ‘goed’)

42
Q

Which Side of the Brian is Language Localized for Right-Handed People

A

Left

43
Q

“Species-Specific”

A

Only humans acquire language in the normal course of development

44
Q

“Species-Universal”

A

Language learning is achieve by typically developing children across the globe

45
Q

Generativity

A

Using a finite set of words and our knowledge of the systematic ways in which those word can be combined, we can generate an infinite number of senesces, expressing an infinite number of ideas

46
Q
A