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done dv 1 Flashcards

1
Q

pregnancy characterised in __ ways =

A

2 ways

1 = trimesters = 3 periods of 3 months

2 = stages = series of sequential changes
Zygote => embryo => fetus

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2
Q

define zygote =

A

1/3

stages

fertilisation to about 2 weeks

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3
Q

embryo =

A

2/3

2 to 8 weeks
= all major body structures in place

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4
Q

fetus =

A

8 weeks to birth

= structures and functions develop

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5
Q

teratogen =

A

something that can cause damage to the developing child

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6
Q

factors that may affect prenatal development include =

A

mental illnesses, = aids, rubella

drugs, = cognitive/behavioural problems

smoking, = miscarriage, cot death, low birth weight

stress, = anxiety, health problems

aclohol= fetal alcohol syndrome

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7
Q

infant motor development sequence

A

head => arms=> legs

trunk out => fingers + toes

age 2
develop good motor movements (big muscles)

fine motor movements develop later

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8
Q

_ newborn reflexes

A

4
temporary

Moro/startle reflex
rooting response
babinski reflex
stepping reflex

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9
Q

_ methods use to track infant cognition

A

2

naturalistic methology
instrumental methology

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10
Q

define

naturalistic methology

A

observation
audio and video-tape

good fidelity
poor control

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11
Q

define

instrumental methology

A

head turning, look and gaze
cardiac deceleration
high amplititude sucking
conjugate reinforcement

good control
low fidelity

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12
Q

define conjugate reinforcement method

A

a type of instrumental methology

infants learn quickly
remember over long periods of time
retriveal shows context effect (encoding specificity)

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13
Q

_ types of infant memory

A

3

1 = recognition memory
2= encoding specificity
3= retroactive interference
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14
Q

define

recognition memory

A

2 months old remember for 3 days
3 months .. 1 week
18 months …13 weeks

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15
Q

define

encoding specificity

A

conjugate reinforcement paradigm shows recognition interference effects of diff. crib liner and priming effects on explicit memories

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16
Q

define

retroactive interference

A

switching to a new mobile interferes with memory of how to work original mobile ( in conjugate reinforcement paradigm)

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17
Q

infant attention

A

attracted to the same things as adults
peripheral motion, noise, flashing lights

after 5 mins= infant habituates and stops response = when new sound introduced = habituation technique

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18
Q

infant perception

A

auditory perception develops before visual perception

new borns can’t =
distinguish between voices and patterns of sound
other stimuli = require experience

depth perceptio

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19
Q

infant memory

visual vs audio

A

visual = face
2-day old will suck dummy to produce video of mother ( not similar stranger)

audio= voice
3-day old will suck dummy at different rates to hear mother( vs similar voice)

audio = story
unborn = x2 a day for 6-8 weeks
infants prefered that over other audio

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20
Q

depth perception aqcuired when =

A

infant acquires control of arms and legs 6-8 months

visual cliff experiment = Gibson and Walk

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21
Q

infant learning and memory

A

2 types

1= distributed practise
2= imitation and schemas
22
Q

define

distributed practise effects

A

1 of 2 types of infant learning and memory

3-month old = distributed practise effects and better recognition after 8-day delay

when trainnig sessions are seperated by 2 days but not 4

23
Q

define

imitation and schemas

A

1 of 2 infant learning and memory

babies taugt 2-step limitation

remember 3months later

compare to 1-step imitation and no imitation controls

years 1-2 = production of new 3-step
2 end = 5-step
2.5 = 8-step

retention intervals long = 13 month olds remember 3-step sequence for 8 months

24
Q

imitation during infancy

A

demonstration = an adult imitates a novel act

test (immediately or after delay)= assess whether infant immitates.

baseline control condition= separate group of infants’ spontaneous production of target actions are assessed

critical measure = do infants in the demonstration condition perform significantly more actions than the infants who did not see the demonstration?

25
Q

older infants learn faster

A

mitten ring bell,
infants imitate action when the puppet is handed over to them to get the response (bell)

6months = 6 times to remember for 24 hours

12, 18, 24 months = only 3 times to remember action for 24 hours

26
Q

older infants __

A

2
1= learn faster
2= remember longer
3= more flexible (more context bound)

27
Q

older infants remember longer

A

deffered imitation paradigm = Herbet & Hayne

18 & 24 learned 2 actions at equal rate

18 = remembered for 2 weeks
24= remembered for 3 months
28
Q

rational imitation =

A

infants watched adult switch on light bulb with head
after 1 week
infants attempted to use head to switch on light bulb

one condition
adult arms occupied = 21% imitated head action
adult = arms free = 67% imitated head action

29
Q

child memory

A

2
1working memory
2LTM

working memory
2 yrs = 2 digits
9 yrs = 6 digits

cognitive speedup

LTM
2ys = recognition memory good= recall poor

4yrs =recognition memory good, recall good
= even semantic knowledge

children learn new schemas and scripts quickly, good at recounting script but not details from a particular instance

30
Q

define

cognitive speedup

A

increased rehearsal rate with age

31
Q

young vs older infant memory specificity

A 
young = highly specific
older = more flexible (more context bound)

6 month = failed to show retention after 24 hours if diff environment
12 month= retention across context but not diff stimuli
18 month = retention across context and diff stimuli

32
Q

context specificity limits the __

A

chances of infants retrieving and using information from earlier experiences in novel backgrounds ( lack of consolidation?)

33
Q

different stages of memory processing=

A

with increasing age children show impressive development of the stages of memory processing

encoding => storage => retrieval

34
Q

implicit and explicit memory

A

explicit memory =
recognition memory for verbal and non-verbal (pictures) information improves steadily with age 4,5 10

implicit recognition memory verbal and nonverbal (priming effects) show no age effects ( good from early age)

35
Q

describe

source monitoring

A

ask child to imagine what it feels like to do X
report that X actually happened

failed to report the imagined action

kids <5 are evident = can’t inhibit irrelevant information

36
Q

constructive processes in children’s LTM

A

Sam Stone experiment

4 groups of children

1= control
2= stereotype
3=suggestion
4 = stereotype and suggestion

37
Q

exposing young children to stereotypes =

A

affects their memory

young children = very sugestible witnesses

38
Q

__% of children that had produced false memories of a specific event

A

58%

39
Q

infantile amnesia =

A

good recall if 4+ , poor recall if 2 yrs

40
Q

incredible magic shrinking machine experiment

A

after 6 or 12 months
children used ‘new’ words to describe the memories

didn’t use the words they learnt at the time of the event

children can translate preverbal memories into language

41
Q

first memory

A

adults of different cultures give different age estimates of their first memory

42
Q

maternal reminising and early memories

A

reminiscing about past events = mother use diff styles

2

1) elaborative reminiscing style
2) repetitive-reminiscing style

1) elaborative

asking a range of diff questions about past event = mother provides and elicits information about event details

fosters the formation of enduring early memories

2) repetitive

repeated same questions about past event = mother = strong focus on 1 or 2 aspects of past event

43
Q

responding to indirect emotional signals

A

infants more likely to imitate adult if the resulting emotion was neutral>anger

infants did not use the emoter’s response to regulate their behaviour under all circumstances

if the previous angry emoter was absent or eyes closed = infants still imitated the actions despite previous anger of the emotion

” if they can’t see they won’t get angry”

44
Q

social development = attachment

define

A

attachment = an emotional bond with a specifc person that is enduring across space and time

powerful feature of development occuring between 7 and 8 months

45
Q

signs of attachment

A

4
Maccoby

1 seeks to be near primary caretaker
2 shows distress if separated from ^
3 happy when reunited
4 orient their actions to ^

46
Q

explanations of attachment

A

Freud’s drive reduction hypothesis / cupboard theory/ cupboard love

attachment is motivated by biological drives

during infancy primal drive for food - we get from mother => leads to => secondary drive for attachment of mother

47
Q

define

cupboard theory

A

aka cupboard love/freud’s drive reduction hypothesis

the person who provides nourishment becomes the attachment figure

48
Q

John bowlby

A

psychoanalyst

studied evacuees and institutionalised children, concluding that proximity to caregivers seems to be important to children

developed
ethological theory of attachment
and
maternal deprivation hypothesis

49
Q

define

ethological theory of attachment

A

developed by Bowlby

contact and attachment is incstinctive as we are social animals

attachment is reciprocal = parents and children

50
Q

define

maternal deprivation hypothesis

A

developed by Bowlby

deprivation of the mother and child attachment leads to cognitive, social and psychological difficulty including aggression, delinquency and psychopathy.

51
Q

Harry Harlow

A

test of attachment in monkeys
cupboard love vs instinct for contact

reared infant monkeys in isolation from birth, compared to monkeys raised normally with their mothers

infant preferred clothed mother
suggested security not nourishment was the basis of attachment

. (18 decks)

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