Final baby Flashcards
(113 cards)
1
Q
Define theory of mind
A
our understanding of our own and others mental states and how they influence behaviour
2
Q
Premack and Woodruff - Chimps w ToM - criticisms
A
Chimps understanding that humans are seeking a banana, as well as that they know where to look - refuted by Dennet (has to be a disagreement not agreement)
3
Q
Wimmer and Perner - false belief task and unexpected content tasks - conclusions
A
FBT - demonstrate an understanding that others may have false beliefs - emerges around 4,5
UCT - 3 yrs can understand they held a false belief
4
Q
What factors influence False belief reasoning
A
increased reasoning skills, maturation and our preparedness to learn ab mental states, executive function (ie focus inhibition), Language, pretend play, family conversations ab mental states.
5
Q
ToM in younger children
A
- Imitation: at birth
- Gaze following: 2-4 months
- Social referencing: 12 months
- Protodeclarative pointing: 12 months
- intention understanding around 18 months
6
Q
Wellman et al.
A
Simple desire psychology vs belief desire psychology
7
Q
Repacholi and Gopnik
A
Emergence of belief-desire in children around 14, 18 months
8
Q
Onishi and Baillargeon
A
Violation of expectation paradigm, tests implicit false reasoning in 15 month olds (read book)
9
Q
Developments in the ‘hardware’ system (2)
A
- Short term memory cap - differences across ages (gr 1, 4 and adulthood increase by .5 digits per)
- Michelin Chi - read text
10
Q
Developments in the ‘software’ system (2)
A
1, Mneumonics (memory Strats) rehearsal, organization (semantic) and elaboration
2. Adaptive strategy choice model
Sieger et al. - strategy use alters was we age, learn what works best at the time
11
Q
3 aspects of the multi store model
A
- sensory
- short-term store
- working memory - longterm store
- longterm memory
12
Q
4 active roles humans play in reasoning
A
1/ Executive function -self reg, planning and executing strats to achieve a goal 2/ Attention -The process of selecting stimuli to focus on 3/ Inhibitory control -Negation of 2 4/ Set shifting - selecting strategies for use
13
Q
Children as a-strategic
A
Children use Strats, but w utilization (inability to profit from use) rather than production (inability to spin. impliment)
14
Q
Most-Effective strategy use across years
A
3yrs - will open all doors regardless of directives
5yrs - inconsistently apply rules
6/7- consistent but with low performance (ut. def.)
8/9 - apply with high perfv
15
Q
Transfer utilization plus study
A
ability to shift Strats when useful, part of executive function
PCCS - dimensional change ard sort
by shape, then by colour (sorting cards)
around 5 yrs develops, prior cant shift
16
Q
metacognition (define
A
Knowledge of cog processes and the regulation of activities
17
Q
Flavell
A
5-8 yr olds (15% - 75% report having thoughts)
18
Q
metacog. in preschool
A
Understand that others think, but view the mind as a passive container (underestimate activity in themselves and others)
19
Q
metacog. in 8 yr olds
A
View mind as active and constructive, interesting overlap between meta cog dev and the use of mnemonics
20
Q
Types of attention
A
- Sustained - attention in general
- Selective - capacity to focus only on relevant infor
- cog. inhibitory. required
- textbook
21
Q
Types of memory
A
event and autobiographical from SP
22
Q
Examples of preverbal memory
A
Deferred imitation - 1st instance of event memory?
23
Q
Infantile amnesia - factors
A
Sense of self (18-24 mo)
Language - medium for encoding
Social interaction - parental conversational style
elaborative vs repetetive
24
Q
Children as eyewitnesses
A
How much do children recall and how suggestible are they?
- Free recall is age dependent, but all info remembered is highly accurate, can access with cues or prompts
- very much so - read textbook
25
5 major components of language
1. Phonology
- phonemes as the basic units of sound
2. Morphology
- rules for how sounds work
3. Semantics
- meaning of words
4. syntax
- rules for meaningful organization of words
5. Pragmatics
- rules to language use in social context
- aka sociolinguistic knowledge
26
Brown and Hanlon - contra learning theory
children dont learn how learning theorists assume they do - corrections dont properly function, much more natural
- children are creative in language use
27
Chomsky's three proofs, + associated ones
```
Children acquire language
1. Rapidly
2. Effortlessly
3. Without direct instruction
Also...
a) devs like maturation
b) universal language milestones
c) Vast generative ability
d) Gram violations follow from applying rules incorrectly (ie, Mooses)
```
28
LAD
language acquisition device, innate cog. system that allows children to form utterances and understand the meaning of sentences
- Universal Grammar
Basic underlying structure that characterizes all languages
29
Sensitive period hypothesis, plus evidence
Humans more proficient at acquiring language before puberty
1. Child aphasics recover faster
2. language deprived until adolescence = never acquire fully
3. Nicaraguan sign language - read more detail
30
Contra innatism
1. LAD concept is rather vague
| 2. Ignores environmental contributions
31
Interactionist model
1. Native capacity
2. desire to share and communicate
3. Rich linguistic community
32
Strategies to foster development
1. turn taking
2. Interactions around routines
3. Child directed speech
4. Parental reactions to ungrammatical speech
a) Expansions - responding to gram, corrections
b) Recasts - expansions but not repetetive
c) clarification questions
33
Developmental periods
1. prelinguistic
2. holophrastic
3. Telegraphic
34
Prelinguistic features
period prior to age 1 (or b4 first word)
1. sensitive to sentence boundaries
2. Early sounds
- cooing (2 months) - 1 syllable vowel sounds
- babbling (4-6 months) - includes sounds that will be used in speach
- canonical, reduplicated babbling (6mo) - string of identical sounds - similar across cultures
- babbling drift: end of first year, drift to languages they hear, diff sounds used in language, match to intonation to their lang.
Pragmatics: turn taking around 7 - 8 months, due to reciprocal relationships
35
Holophrastic features
1 word utterances
Holophrase - single word utterances, used to replicated a sentence's meaning
1st word - 10-15 months
receptive vs productive, word comp around 6-9 months
36
Problem of Reference
Word learning assumptions and constraints
1. Whole object assumption
2. Mutual exclusivity constraints (obj have one name)
- doesn't work across languages
3. Lexical contrast constraint (inferences ab the meaning of a word made by contrasting the novel word w known ones)
4. Syntactical cues - infer semantics by observing used
- 2 yr old will grasp this
- called syntactical bootstrapping
5. Parental Modelling (children learn words b4 their super or subordinate categories bc thats how they're used by their family)
6. Social Cognitive factors
- Parents label objects kids pay attention to
- Theory of mind - useful asa children understands what parents point to inteltionally
37
Mapping Errors
1. Overextension - Overapplying a subordinate word (poodle = dog)
2. underextentions - under applying a super ordinate category (dog = only the family dog)
38
Naming explosion
Lots of words learned fast, but varies between kids
39
Telegraphic period
18-24 months, 2 word combinations
telegraphic - only critical words are included
Common words are similar across language
40
Preschool period (2.5 - 5 yrs)
- Increased complexity - master basic morphology and syntax
- still make types of errors
1. Over regularizations - over generalizing gram rules to instances they dont apply (ex banned)
2. Transformational rules - 2.5-3yrs, children learn to shift declarative statements to questions or otherwise
- can be slow to learn, 5 yr old will still make erros
- by 5/6, similar to adult language use
41
Carol Izard and basic emotions
Adults rate infants emotions universally, so they seem to be implicit at birth ?
42
Happiness across the years
- Rudimentary smiles to pleasure
- Social Smile at around 6 weeks to care giver interactions
- smile at faces dominantly at 3 months
- 3- 6 months - large smiles when interacting with a care giver
- Lewis, Alessandri and Sullivan - Happiness dem. when in control of outcomes, loss of happiness when loss of control
43
Anger,
devs around 4-6 months in response to the kid dev intentionality (as kids gain control they become angry when they loose it)
44
Sadness
in response to pain, sep from caregiver
45
Fear
Arises in he 2nd half of the first year
| stranger anxiety in around 6 months
46
Complex emotions
Arise around 2 yrs, linked to the dev of a sense of self and the Childs rec. of adult standards
Parental influences (Alessandri and Lewis)
- Puzzle performance and social referencing in 4-5 year olds
47
Display rules for emotions
Cultural influences
In regulation - babies engage in self regulation
Toddlers and preschool age - book/ slides
48
Understanding emotions at 3 months
Can discriminate diff emotions in photos
| but... is this just visual discimination?
49
Social referencing emergence
8-10 months, in uncertain circumstances
50
Repacholi - Boxes and emotions
- 14-18 month old kids respond with positive affect to boxes w positive faces on them - understanding of emotions demand.
51
Define Temperament
Characteristic mode of responding emotionally and behaviourally
52
6 dimensions of temperament
Fearful distress, irritable distress, positive affect, activity lv, attention span/persistence, rhythmicity
53
Heritability of temperament
Correlation, but not very high
54
Stability of Temperament, Kagan's study
Inhibited vs uninhibited temperament shows continuity with intra/extraversion
-Kagan: Explain study in detail
- conclusions:
1/4 kids developed the profile expecfted, 1/20 developed the opposite
develop away from extremes, but the extremes remain most stable, esp. past 2 years
55
Goodness-of-fit
| good fit vs bad fit, results of the two
sensitivity of a parent to their child';s emotional needs and characteristics
good: irritable child w warm, comforting parents
bad: Irritable child w irritable parents
Good: Better kids, less classification as difficult
56
2 phases of attachment deprivation
1. Protest: crying, shouting
| 2. Withdrawal: disability
57
Historical perspectives on attachment
Psychoanalysis: Development due to psychosexual maturation
Behaviourism: Dev due to reinforcement
58
Dr. Bowlby, Guiding theories
Bowlby commenced attachment theory, guided by evolutionary/ecological perspectives
- ex, Lorenz geese (proximity maintenance), Harlow's monkeys (safe haven)
59
Dr Ainsworth
Applications of attachment - originator
60
Definition of aattachment
Strong emotional bond between a child and their care giver, develops in the first year
61
3 Features of normative attachment
1. Proximity maintenance: child resists
2. Safe haven: caregiver as a source of comfort to return to in times of distress
3. Secure base: caregiver as foundation from which to confidently explore
62
Internal Working models of attachment (IWMs)
expectations formed ab the self and others based on past experiences of attachment figures, and unconscious rules regarding attachment related information
63
Involvements of IWMs, why they're usefuk
a) child's appraisal of the availability of the caregiver
b) Childs appraisal of their own value in the relationships
- aid the child in processing actual and hypothetical material
64
3 Determinants of Attachment
a) parental sensitivity
b) Attachment figures relation w their own caregiver (law of exlcuded middle lol)
c) Temperament - no clear links ? text boooook
65
Measuring individual differences in attachment
| - 4 measures
```
Strange situation procedure (parent in, random in, parent out, ect.)
Observe:
a) amount of exploration
b) reactions to parents depaarturte
c) stranger anxiety when alone
d) reunion behaviour
```
66
Characteristics of B type attachment, prevalence
Secure - sensitivity and appropriate response in parents.
Kids show distresss, clear requests for proximity, comforted by parents and enjoy exploring environments when feeling safe
~60% of the pop.
67
Characteristics of type A attachment, prevalence
Avoidant - Parents avoid contact, generally respond well when the kid is in a good place
Children learn to hide distress, pretend all is well, can lead to emotional deficits
~10%
68
Characteristics of type C attachment, prevalence
Ambivalent - parents inconsistent response to demands for proximity
- Anxious about the content of the relationship, ask child to display overly dependent behaviours
Children: Overly clingy, excessive distress signalling, not comforted by parents, result in social impairments
~15%
69
Characteristics of type D attachment, prevalence
Disorganized - parents are both a source of fear and comfort
Children - no coherent strategy, marked by anxiety and fear, exhibit contradictory behaviours
~20%, But highly prevalent in high risk samples, 80% of abusive relationships
70
Attachment in preschool: Methods of study, Goal-directed
Separation reunion procedure - modified SSP
- Goal-Corrected partnerships: child and parent have a high chance of understanding the other has a diff perspective, necessary for common goals to be established
71
Role reversal and D subtypes
Role reversal - as it sounds
- Controlling types: dev around preschool to prevent the kid feeling fear towards the caregiver by removing parental control, used to intimidate the parent
- Behaviourally disorganized (textbook)
72
C-Caregiving and C-Punitive Char.
Caregiving: excessive pleasure at reuinion w caregiver, often depressed mothers who have recently experienced loss. Kids are at risk for developing mood disorders, more likely to be victims of IPV
Punitive: Demonstrate hostility, impatience towards parent
Will give orders and blatantly ignore the parents
Extreme disinhibition of behaviours
73
Mary Main's hypothesis
language, once developed is a better measure than just observing behaviours
But... must use measures that surprise the unconscious to elicit true mental reps of attachment
74
Completion tasks
For ages 3-10
brief stories, main char. in destress and requests parental assistance, child must end the story
Responses are based on style:
B: No defence mechanisms, copes w distress
A: Deactivates and denies stress to avoid req. for parents
C: Disconnect cognitively w the emotion using defines mechanisms like diversion, interruption, exaggeration
D: Chaos or violence, or the child is inhibited
75
Adult attachment interviews
for adolescents and adults, prompts ab trauma and loss
B - coherent analysis of emotions, compassion and understanding for parental failures
A - Deactivation of attachment, idealization, denial.minimizes negative effects of poor parents
C - Overly wrapped up in past events, indecisive analysis, confused speech
D - Only applies to loss and abusive experiences, represents a break or dissociation from an inability to cope w immense trauma
- evident in the sudden failure to monitor loss or trauma related disclosure
76
Consequences of attachment by Type
B - better problem solvers, more curious and exploratory as kids, eaarn higher grades, more attentive in class, increased social capacity and emotional regulation cap.
A, C, D: increased diff in social settings,
A - isolation and contact avoidance
C - ineffectual skills, wall flower at group act.
D - Aggressiveness, adjustment problems
77
Socio-emotional Risk Trajectory and the Family pathways project
Dr. Lyons Ruth
- 76 low income families, 50% referred by social services due to suspected neglect. Longitudinal from birth to 30
1 yr- maternal hostility and withdrawal
8 yrs - role reversal
teens - borderline, antisocial personality, suicidal thoughts, substance abuse and abusive to others
30 yrs - larger hippocampus, increased violence
78
IPV in romantic relationships
IWM's infer expectations
Avoidant and ambivalent are a common match
can reshape IWMs = earned secure
79
Family law and attachment
quality of bond considered in cases of protection, custody and adoption
major deciding factor when considering the best interest of the kid
80
Is the sense of self innate?
| Dondi, Simion and Caltran
Yes - can distinguish from the env at birth,
- Babies are distressed by other babies cries, not recordings of their own
- Proprioceptive feedback to mimic facial displays
No - BOOK
81
Self-Diff vs. Self-rec
differentiation - 'they' are...
| Recognition - "I am this and that..."
82
Self Differentiation in Infancy
| Lewis et al.
- self diff from env ~ 2-3 months
1) Become acquainted w physical abilities, excersise reflexive abilities
2) personal agency - understanding of ones own volitional impact
- Lewis: children are happy when in control, loss of control yields negative response
83
Self Recognition in Infancy
begin to learn who they are
Self rec as the ability to rec ones self in the mirror
Forms the basis of the self-concept - ones perception of their unique traits and attributes
84
Legerstec, Anderson and Schaffer, Rouge test
5 - 8 month olds viewed moving images of themselves, an object and a peer
- prefer to gaze at the peer, demonstrating discrimination from others, based on self recognition
- does this mean they understand themselves as me?
- Rouge test - red on nose... Results
a) 9 months dont wipe
b) 15-18 some kids wipe
c) 18-24 majority will wipe - emergence of self recognition
- Nomadic tribes emerges at the same time
- Emergences of self emerges at 2 years
85
Contributors to self development
| Pipp, Easterbrooks and Harmon
Cognitive development - book?
Attachment: Secure attachment linked to increased self awareness
- study - 2-3 yrs completed a self knowledge task, B attachment have a better understanding themselves
Parental talk
Culture
Book!!
86
Who am I - Preschool
| Eder studies
3-5 often thought to only have physical self understanding, psych emerges in middle school
- not true - 3.5 - 5 yr olds able to characterize themselves accurately on intelligence, sociability ect., ratings stable over time
Implies a rudimentary understanding of the self concept in preschool
87
Mastery motivation, White studies
- MM as will to power
| - High vs low achievement motivations - read ?
88
3 phases of performance eval against standards (Stipek, Recchia and McClintic
1. Joy in mastery
a) prior to 2, pleased w the dev of competency, no seeking evaluations from others or use of objective standards
2. Approval seeking
b) around 2 yrs, kids anticipate how others will evaluate their performances
3. Use of standards
c) around 3 years, internalize standards, experience pride, pleasure, shame
89
Achievement motivaation in middle childhood
| (McCleland, Atkinson, Clark and Lowell
4 ambiguous photos, asked to write stories ab them
- Assume ppl project their own motives into the stories
- Count the # of achievement related themes
- Those who included more ach. related themes do better in school
, so Am importance in school
90
Home influences on Achievement motivation
(Doornick, Caldwell , Wright and Frankenberg)
(Li)
1. attachment quality
2. Home environment
- Rank env as stimulating or unstimulating
Kids in stim ev=
a) intrinsic orientation to achieve
b) Strong willingness to seek and master challenges
c) Joy of Learning, not external reinforcement
3. Parental style
4. Cultural influences
a) Li - NA kids are tolerant of failure
- 4-6 yr old cross cultural (china v us) study
- 2 stories, characters fail at a task
- use are less critical of learning failures
91
Weiners model of self attributions
UNDERSTAND
92
Dwek's improvements on Weiner
a) mastery orientation - success attributed to internal causes (effort and ability)
b) learned helplessness - success att to unstable, external cause (luck), failure to stable internal (ability)
93
Dervelopment of Learned helplessness
| Dwek rd 2
teachers and parents play a major role
5th graders competency on an unfamiliar task
- LH = praise eff when successful, crit. lack of ability when fail
- Mastery orientation = praise effort for success, lack of effort when fail
- Kids who received the LH prod = increased likeliness to attribute failure to lack of ability,
- mastery prod= to lack of effort
94
Interventions for Learned Helplessness
| -model and applications
Attribution training: Train kids to att failures to unstable, external cues (luck)
a) success only - complete problems they can solve, receive tokes for solves
b) Attribution training - didnt work fast enough, you should try harder
- type b) = percervere in the face of failure
a) get hangup on failures
95
Influence of the Types of praise (dichotomy)
- Person (ie, youre smart) - focus on performance goals (I need a 90)
- Process (ie youre a hard worker) - focus on learning goals
96
Verbal paradigms for prod self into the fut.
Asking kids ab the future
| Busby and Suddendorf - 4-5 yrs = accurate assessment, 2s dont (as measured by parents)
97
Anticipating future physiological states - Atance 1 and 2
- Atance, Melzoff
- images of a geo-location and objects, choose which one is preferred for the area
Inmcreases with age
2 - 1 object is semantically associated w the area
- 3 yrs drop from 75 - 60% accuracy
- 4s: 91-75
- 5s: 97-91, therefore reasoning ab future events may be more knowledge based
98
Behavioural Paradigms (pro self into fut)
- spoon test, gulping
| - scarf - exists in great apes to some extent
99
Toy paradigms - extending the self into the future
3, 4 ,5 yrs kids visit 2 rooms, one with toys, one without
only 4, 5 year olds know to put toys in the no-toy room to play with upon return
3s remember the room had no toys, but couldn't process
100
Predicting future preferences - Belanger et al.
30% of 3s, 50% of 4s and 80% of 5s can understanding their desires will shift as they age
101
Delay of Grat as proof of self-extension
| Mischel, Shoda, Rodriguez
Improves vastly between 3, 5
| Kids who delay grat. achieve higher grades, more successful career - so stable and internal? not so fast...
102
Kidd, Palmeri and Aslin - External factors of delay of grat.
Experiementer proven to be reliable or unreliable, kids will only Delay grat in reliable situations (3 inc to 12 min delay)
103
sex differences summary (overview)
a: verbal - girls achieve to some extent higher across life
b: Spacial - boys outperform on certain tasks, also lasts life
c: Mathematical;
1. Arithmetical (word problems) = boys
2. Computational (calculations) = girls
c: aggression - overt vs relational
- Biology and social factors
d: emotional sensitivity - come back to this
104
Contributors to culural myths - Condry and Condry
Babies rated as angry, sad dependent on their gender
105
Spelke, diffs in STEM ability
not due to cog differences, bio and social factors at play
106
Home influences of Sex differences
Self-fulfilling prophecies
| - internalization of parental expectations
107
Development of gender identity
a) awareness of ones gender devs ~2-3
b) gender stability ~5-7
c) gender constancy - understanding gender doesn't vary situationally, devs around the same time as gs, but after!
108
Gender stereotypes, Serbin et al, Kuhn, Nash and Brucken,
Gs- normative beliefs ab characteristics appropriate for he genders
Serbin - implimentation of stypes devs around 18 mo
Kuhn et al.: 2.3-3.5 yrs w female doll
-divide along gender lines in a blanket manner (ie even if 'Tommy' is described w female preferences, he will be associated to the male toy
109
Gender stereotyping post preschool
Flexibility increases after preschool, boys and girls can demonstrate traits associated w the other
Female rule violations > male ones in terms of acceptability
110
Development of Gender typed behavioural patterns
Gender segregation - around 2, 3 yrs, into 6/7, attenuated by puberty onset
111
Do stereotypes effect gender role adoption?
Mixed evidence as children can demonstrate an understanding o the style without conforming to it
112
Overview of perspectives to gender dev
Evolutionary - diff needs = diff abilities and norms
Biosocial - series of critical events in biology, then socialized into a norm
Psychobiosocial - nature nurture, hormones, and beliefs
social learning - direct tuition and reinforcement, observational learning
113
Cogenital adrenal hyperplasia
Females adrenal glands overactive, prod male like genitalia and norms
