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Psychology 220 > Chapter 5 and 6 > Flashcards

Chapter 5 and 6 Flashcards

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1
Q

Cognitive changes:

Changes in cognitive skills over the first ____ year’s are highly __________

A

2 years

Consistent across environments

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2
Q

Piaget sensorimotor stage

A

First stage of development

Infants use info from senses and motor actions to learn about the world

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3
Q

Primary circular reactions

A

Piaget’s phrase to describe a baby in substage 2 of sensorimotor stage

Actions organized around babies body

Baby sucks thumb by mistake, likes it, sucks on it again

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4
Q

Secondary circular reaction

A

Piaget’s phrase to describe the repetitive actions in substage 3

Actions orientated around external objects

Baby coos and mom smiles

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5
Q

Means end behavior

A

Purposeful behavior carried out in pursuit of a specific goal

Baby moves one toy out of the way to gain access to another

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6
Q

Tertiary circular reaction

A

Deliberate experimentation with variation or previous actions that occurs in substage 5

Baby doesn’t repeat actions but tries variations

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7
Q

Substage 6

A

Words and symbols

Baby generates solutions to problems by thinking about them

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8
Q

Object permanence

A

The understanding that objects continue to exist when they can’t see them

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9
Q

Object permanence 2 months

A

Surprised the object is gone forever

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10
Q

Object permanence 6-8 months

A

Looks partially for the gone object

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11
Q

Object permanence 8-12 months

A

Looks for hidden object

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12
Q

Deferred imitation

A

Imitation that occurs in the absence of the model who first demonstrated it

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13
Q

Challenges to Piaget’s theory

A

Piaget’s underestimated the cognitive capacity of infants

Object permanence occurs much earlier and is far more complex then predicted

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14
Q

Object permanence shows at _____ months

A

4

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15
Q

Imitation of Facial gestures and deferred imitations occur _____ than predicted

A

Earlier

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16
Q

Object individualation

A

The process by which an infant differentiates and recognizes objects based on their mental images of objects in an environment

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17
Q

Object concept

A

An infants understanding of the nature of objects and how they behave

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18
Q

Connected surface principle

A

Two objects connecting is actually one object

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19
Q

Violation of expectancy

A

Researchers move an object in a different way after having taught an infant to expect it move in another

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20
Q

Spatiotemporal Information

A

Objects location and motion

4 months

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21
Q

Objects property

A

Color, texture, size

10 month olds

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22
Q

Kinds of objects

A

Duck vs ball

9-12 months

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23
Q

Conditioning babies with feeding

A

Babies who felt smothered by the left breast refused the left breast to feed

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24
Q

Observational learning

A

Watching others learn

Old children imitate adults better than younger children

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25
Schematic learning
Organization of experiences into expectancies Called schemas
26
Schmeatic learnjng facts
Babies get used to seeing same thing They know animals and furntirre are different but not birds to dogs
27
Babies memory info
Babies remember some audio while they sleep 3 month olds can remember specific objects up to a week Young infants are more sophisticated than Piaget predicted
28
Intelligence
The ability to take in information and use it to adapt to the environment
29
The bayley scales of infant development
Measures primarily sensory and motor skills and address cognitive and language development
30
Habituation appears to have
High potential as measures of infants intelligence
31
Beginnings of lanaguage
Man important developments occur before the use of a child’s first word at 12 months
32
Behaviourist approach language
Infants learn language through parental reinforcement of wordlike sounds and correct grammar
33
Nativist approach to lanaguhe
An innate lanaguge processor called the “labaguge acquisition device” contains the basic grammatical structure of all human language
34
Interaxtionist apporach to language
Infants are biologically prepared to attend to language and that language development is a sub process of cognitive
35
Infant directed speech
Simplified higher pitch speech that adults use with infants This helps them learn apparently
36
How to help a baby’s language
Read, repeat its sentences, use a wide vocabulary, talk to them lots, don’t be poveished
37
Cooing
Repetitive vowel sounds, particularly the uuuuuuu sound 1-2 months
38
Babbling
Repetitive constant vowel sounds Bababababbababab Dahahahahahahhaha
39
Babbling =
Beginning of language development
40
Receptive language
Comprehension of spoken language
41
Grammatical words
Words that pertain to the rules of language and proper sentence construction “It’s, the, in, , and you”
42
Lexical words
Nouns, verbs, adjectives, adverbs
43
Lanaguge development order
Cooing - single words - holophrases - naming explosion - sentences
44
Expressive language
Ability to produce words 12 months babies say first word
45
Holophrase
Combination of word with a gesture Points at show “daddy”
46
Naming explosion
Toddlers experience rapid vocabulary growth 16-24 months
47
Telegraphic speech
Simple two to three word sentences that usually include a noun or verb
48
Theories of social and personality development 2 key perspectives
Psychoanalytic Ethnological perspectives
49
Psychoanalytic people
Freud and Erickson
50
Ethnological perspectives
Bowlby and ainsworht
51
Freuds psychosexual stage: oral stage
Birth to 2 Infants drive satisfaction through the mouth Fixation = nail biting and swearing
52
Erickson’s psychosocial stage
Emphasizes the infants others needs by talking to her, comforting her First 2 years: trust vs mistrust Infant learns to trust world around them
53
Ehological perspective claims
All humans have innate predispositions tang strongly influence their development
54
Attachment theory
The view that the ability and need to form an attachment relationship early in life are genetic characteristics of all human beings
55
Attachment
Emotional tie to a parent experienced by an infant Child derives security
56
Synchrony
A mutual, interlocking pattern of attachment behaviours shared by parents and child
57
Reactive attachment disorder
A disorder that appears to prevent a child from forming close social relationships
58
Stages of attachment Non focused orientating and signalling
Uses an innate set of behavior patterns to signal needs Proximity promoting behaviours
59
Phase 2 | Focus on one or more figures
Smiles more at people who regularly care for her Still uses proximity promoting behaviours
60
Stage 3 | Secure base behavior
Proximity seeking behaviours Most important person used as a safe base for exploration
61
Stage 4 | Internal model
Plays a role in later relationships with early caregivers and in other significant relationships
62
Stranger anxiety
Expressions of discomfort such as clinging to mother
63
Separation anxiety
Expressions of discomfort when separated from attachment figure
64
Social referencing
Infants use of other facial expressions as a guide to her own emotions
65
Strange situation test “ainsworth”
Mom enters room with baby Mom sits in chair while baby explores Stranger comes in whilst baby plays Mom leaves and sees how baby reacts
66
Outcomes of strange situation test
Secure attachment Avoidant attachment Ambivalent attachment Disorganized / disorientated attachment
67
Autism spectrum disorder
Most infants with ASD are securely attached to caregivers Social skills / play training can help reduce symptoms
68
Children who are securely attached
Are more sociable and most positive in behavior Less clinging and dependent upon teachers More empathetic and emotionally mature in their interactions
69
Personality
Pattern of responding to people and objects in the environment
70
Temperament
Inborn predispositions such as a activity level that form the foundations of personality
71
Easy child
40% Approach new events positively Display good sleeping and eating patterns Generally happy
72
Difficult children
10% Irregular sleep and eat Emotional negative Resistant to change
73
Slow to warm up child
15% Display few intense reactions Either + or -
74
Renaming 25% of temporament
Combination of 2 or more
75
Activity level
A tendency to move often and vigorously rather than remain passive
76
Approach / positive emotionally / sociability
Tendency to move toward, rather than away of new experiences Usually positive
77
Negative emotionality
Tendency to respond with anger, fussing, loudness,
78
Effortful control / task persistence
Ability to stay focussed and to manage attention and effort
79
Temperament heredity
Identical twins are more alike in temperament than fraternal twins
80
Neurological processes of temperament
Shyness Dopamine and sera toning problems Frontal lobe assymetey
81
Temperament in environment Niche picking
People of all ages choose the experiences that reflect their temperaments
82
Goodness of fit
Is the degree to which an infants temperament is adaptable to his or her environment
83
Long term stability in temperament
Temperamental pattens seen in infancy go to adulthood Consistency at ages
84
The subjective self
Infants awareness that she is a seperate person who endured through time and space 8-12 months
85
The objective / categorical self
Toddlers unstanding that she is defined by various catagories such as gender, and shyness
86
Emotional self
Development of the emotional self behind when the baby learns to identify changes in emotions 2-3 months Babies use caregivers emotions to guide their own feelings
87
Joint attention
When 2 people are focussing their attention on an object and each is aware that the other is attending to the same object

Psychology 220 (10 decks)

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