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psych test 4 Flashcards

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1
Q

osensorimotor stage

A

first two years of life

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2
Q

mental representation

A

1.Think about different possibilities/solutions
2.choose the action that will most likely achieve desired outcome

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3
Q

deferred imitation

A

ability to repeat actions observed at an earlier time
estimated at 18 months

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4
Q

mental representation =

A

basis for categorization

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5
Q

Sensorimotor stage - categorization

A

study with 9,12, and 18 month old children
4 different toy horses, 4 different pencils
9 month old did not separate
some 12 months separated
most 18 month olds separated

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6
Q

Why was Piagets theory flawed?

A

He didn’t include or factor in cultural influences

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7
Q

Lev Vygotsky

A

sociocultural theory of cognitive development
Children learn through interactions with others
Culture determines knowledge children need to have

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8
Q

Zone of Proximal development

A

different zones based on what learners can do

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9
Q

Inner circle of ZPD

A

tasks the learner can do without assistance

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10
Q

Middle circle of ZPD

A

tasks the learner can do with assistance

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11
Q

Outer circle of ZPD

A

tasks the learner can not do even with assistance

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12
Q

learn + have conversations with helpers =

A

children start speaking to themselves in a self-guiding way
Private speech

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13
Q

private speech (toddlerhood-early childhood)

A

transitions from out loud to internal
necessary for all higher order cognition

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14
Q

scaffolding

A

degree of assistance provided to children in the ZPD

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15
Q

slow expansion

A

12-18 months
1-3 new words per week

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16
Q

first 50 words

A

usually part of daily routines

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17
Q

holophrases

A

single word; can be used to represent a whole sentence

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18
Q

overextension

A

applying a specific word to everything in that category. Using a word too broadly

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19
Q

slow expansion: 12-18 months

A

production lags behind comprehension

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20
Q

50 word milestone comprehension

A

13 months

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21
Q

50 word milestone in production

A

18 months

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22
Q

naming explosion

A

18-24 months
pace of learning new words doubles
by 2nd birthday = average of 200 words

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23
Q

fast mapping

A

learning and remembering a word for an object after being told once

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24
Q

telegraphic speech

A

two-word speech
“more cookie”
“my toy”

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25
becoming adept at language
24-36 months vocab continues to expand at a rapid pace telegraphic speech = 3 or 4 word phrases
26
Toddler emotional regulation
1. develop behaviors that help regulate 2. Use language to promote regulation 3. External requirements from others 4. development of sociomoral emotions
27
sociomoral emotions
social norms and expectations for expressing emotions
28
secondary emotions
guilt, shame, pride, envy, embarrassment
29
when do kids start to develop a conscience?
by age 2
30
guilt
I did a bad thing
31
shame
I am bad
32
empathy
ability to understand and respond helpfully to another persons distress age 2-3
33
prosocial behavior
behavior intended to help or benefit others
34
sociomoral emotions - western
pride is viewed positively, children receive praise and encouragement
35
sociomoral emotions - non-western
pride is worse than shame dont call attention or display pride
36
self recognition
ability to recognize yourself in a mirror
37
rouge test
12 months vs 18 months test for self recognition
38
biological
differences in sex hormones may partially account for some gender differences
39
cognitive-motivational
learning gender-typed roles through observation and practice shapes and reinforces gender development
40
culture
culture dictates the gender types norms, as well as relative status of men and women in society
41
evolutionary
survival for males vs females
42
ethological
similarities to other close animal relatives
43
hormonal
balances of hormones differ for males and females males - slightly more androgens females - slightly more estrogens
44
categorization
develops in infancy and it is where we categorize different groups of people based on race, gender, etc
45
What is the most ventral social identity in most childrens lives?
gender they seek behaviors that align with their genders
46
early perspective
infants become attached to mothers because mothers provide food
47
1960s: john Bowlby and Mary Ainsworth
research findings don't align with early perspective
48
Institutionalized infants
infants raised in institutions were well-fed but had issues with physical and emotional development
49
Harry Harlow and Rheus monkeys
baby monkeys 2 mothers - wire mother and cloth mother
50
imprinting
studies ducks ducklings would imprint on first moving object imprinting = protection
51
attachment
the emotional bond that promotes protection and survival stems from childs need for protection and care
52
primary attachment figure
person that seeks out when they experience distress or threat
53
what does the primary attachment figure serve as?
secure base, meaning the child can explore the environment and seek comfort when distressed or scared
54
When does attachment develop?
over the first two years of life
55
What did Mary Ainsworth devise?
The strange situation
56
What does the strange situation assess?
extent to which infant uses the primary caregiver as a secure base How the infant reacts to brief separations from, and reunions with, the caregiver
57
Secure attachment -Present
uses parent as secure base
58
Secure attachment -Seperation
usually cry/vocalize distress
59
Secure attachment -Return
greet happily, go to the caregiver for hug/comfort; return to exploration after being comforted
60
Insecure avoidant attachment - present
little or no interaction explores toys but doesn't check-in with caregiver
61
Insecure avoidant attachment - seperation
no response/indifferent; sometimes can be comforted by stranger
62
Insecure avoidant attachment - Return
no response/indifferent, does not acknowledge caregiver upon return
63
Insecure resistant attachment - present
little to no exploration, cling to caregiver
64
Insecure resistant attachment - seperation
lots of distress
65
Insecure resistant attachment - return
run to the caregiver, but then push away attempts to comfort, not easily soothed; usually does not explore room after return (continued distress)
66
disorganized disoriented attachment
no consistency in behavior - unpredictable detached, dazed/ oriented, angry, fearful seem to be in conflict - want to approach caregiver, but seem fearful
67
maternal sensitivity
judging childs needs
68
maternal responsiveness
soothing and/or assisting
69
preoperational stage
age 2-7 learning occurs through exploration and play ability to perform mental operations is limited cannot understand conservation cannot understand egocentrism
70
symbolic representation
thinking becomes representational use one object to stand for another growth of mental representation
71
conservation
ability to understand that the quantity of a substance/material remains the same even if its appearance changes
72
centration
thinking is centered/focused on one aspect of a cognitive problem
73
egocentrism
inability to distinguish between one's own perspective and another person's perspective
74
Criticisms of Piaget
1. Piaget underestimated children's cognitive abilities 2. development is continuous, less stage like
75
parts of executive function
working memory inhibitory control cognitive flexibility
76
working memory
holding and manipulating information in mind
77
inhibitory control
suppress attention/undesirable behavior
78
cognitive flexibility
switch between tasks or responding
79
what are individual differences in EF related to?
social abilities moral reasoning aggression adjustment to kindergarten reading and math planning and complex problem solving academic soft skills
80
measuring cognitive flexibility
dimensional change card sort pre switch; sort by color for six trials post switch; change rules
81
under extension
applying a general word to a specific object
82
overregulation
applying grammatical rules to words that are exceptions to the rule
83
Effects of linguistic deprivation on developmental outcomes in deaf children
Delayed language development Cognitive delays (self-regulation, attention), IQ deficits
84
gender
cultural/social categories of male, female
85
sex
biological status
86
gender identity
awareness of self as male, female, or other (e.g., non-binary) 18 to 30 months - identify their gender Age 2 - apply gender terms to others
87
critiques of attachment theory
Caregiver-child relationship is not one-sided Culture and attachment
88
measuring inhibitory control
delay of gratification task
89
measuring working memory
visual counting span Present children with a series of cards, one at a time Ask them to count all the frogs on each card After a set number of cards, ask children how many frogs were on each card
90
Who passes post-switch?
3-year-olds = 30-40% 4-year-olds = 50-60% 5-year-olds = 90%
91
What are the two periods of EF growth?
Early childhood (3- to 5-years) Early to mid-adolescence (12- to 15- years)
92
Pre-frontal cortex
The “central executive”/home of consciousness Highly connected Exerts top-down influence

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