Week 3 (Motor Development & Infant Cognition)

Question 1

___________ ___________ is the ability to see objects in three dimensions and judge how far away they are.

Answer 1

Depth perception

Question 2

Depth perception uses 3 types of cues: _____________, _____________ _____________ and _____________ _____________.

Answer 2

binocular, monocular kinetic and monocular static/pictorial

Question 3

_______________ _______________ are visual information taken in by two eyes that enables a sense of depth perception.

Answer 3

Binocular cues

Question 4

_____________ _____________ refers to the difference in the position of an image on the retinas of both eyes, particularly in the horizontal direction, providing information about the depth of an object relative to the point of fixation.

Answer 4

Binocular disparity

Question 5

______________ ______________ are visual cues that help to perceive depth using one eye.

Answer 5

Monocular cues

Question 6

________________ ________________ is a type of depth perception cue in which objects that are closer, appear to move faster than objects that are far away.

Answer 6

Motion parallax

Question 7

____________ or ____________ cues are monocular cues that use relative size, interposition and linear perspective to determine the depth of an object.

Answer 7

Static or pictorial

Question 8

____________ ____________ refers to the visual perception that when two objects are known to be roughly the same size, the one that is smaller is perceived as being further away.

Answer 8

Relative size

Question 9

_______________ is a type of monocular cue in which one object partially obscures or covers another object, giving the perception that the object that is partially covered is farther away.

Answer 9

Interposition

Question 10

An experiment (Yonas et al., 2000), using windows which were angled and subsequently trapezoidal windows so that one side would seem closer to the infant. 5-month-olds would reach ______________ whereas 7-month-olds would reach _______________.

Answer 10

at random, for larger side

Question 11

The visual cliff experiment (Campos et al., 1978) tested two groups (7- and 9-month-olds) of infants on their depth perception. None of the 9-month-olds crossed the seemingly deep side, however, several 7-month-olds did cross it. This implies that (did/did not) have depth perception, but (did/did not) have any fear of heights.

Answer 11

did have depth perception, did not have any fear of heights

Question 12

____________ ____________ is when infants read facial expressions (usually of their parents or caregivers) to help them make decisions.

Answer 12

Social referencing

Question 13

An experiment done by Sorce et al. (1985) examined the use of social referencing in the visual cliff experiment. If the drop seemed too high the infants would _________ social referencing regardless of the mom’s emotion, likewise it would also ____________ social referencing if the drop was not too high, crossing even if the mom posed fear.

Answer 13

ignore

Question 14

The physical growth of the body and brain development play an important part in the _______ _____________ of a child.

Answer 14

motor development

Question 15

The _____________ _____________ _____________ ____________ ____________ can consist of development of muscle mass or height required to climb a ladder. It is an important factor that influences the motor development of a child.

Answer 15

physical growth of the body

Question 16

As motor movements demand significant coordination, the __________ _________ of a child is important in determining their motor capabilities and development as the _________ governs and controls most body movements.

Answer 16

brain development, brain

Question 17

There are two main categories of motor skills __________ and ___________.

Answer 17

gross and fine

Question 18

___________ motor skills are the abilities to control large muscle groups of the body to perform movements like crawling, walking, and running.

Answer 18

Gross

Question 19

_______________ is the ability to move from one place to another.

Answer 19

Locomotion

Question 20

___________ motor skills consists of precise movements of the hands, fingers, and other small muscles. An example of this would be reaching or grasping for an object.

Answer 20

Fine

Question 21

_____________ _____________ _____________ are the stages that children go through as they learn to control their muscles.

Answer 21

Motor development milestones.

Question 22

The typical development of reaching milestones at 2-3 months old is the ability to ____________ at objects.

Answer 22

swipe

Question 23

The typical development of reaching milestones at 3-4 months old is the ability to _________ objects placed in reach (motions jerky, pooler control).

Answer 23

grasp

Question 24

The typical development of reaching milestones at 7 months old is that the reaching becomes __________, smooth motion to target.

Answer 24

stable

Question 25

The typical development of reaching milestones at 10 months old is that the child now reaches with ____________.

Answer 25

intention

Question 26

Screening tools for motor development in infants typically look at ________ which is the average performance of a large sample of individuals at a certain age.

Answer 26

norms

Question 27

In motor development, variations (both ___________ or ___________ variations) can indicate a problem with the child's motor development.

Answer 27

delayed or accelerated

Question 28

There can be a lot of ______________ in motor development among children of the same age, different ages, and even in the same child over short periods.

Answer 28

variability

Question 29

The motor development of a child can also have implications in other domains, such as __________ development and __________ development.

Answer 29

social, cognitive

Question 30

Infants can achieve different milestones at different times, this may be due to _____________ and _____________ differences. There is usually no long-term effects on abilities even if there are any variations.

Answer 30

individual and cultural

Question 31

In the reaching preference task (Newman, Atkinson, & Braddick 2001), it looked at infants reaching towards cylinders of varying sizes. The youngest and oldest babies tended to reach out ____________ whereas the middling babies tended to reach out for the _____________ cylinder.

Answer 31

randomly, thinnest

Question 32

______________ ______________ refers to the need to learn how to integrate depth information with locomotion.

Answer 32

Motor-perception integration

Question 33

The gap-crossing task (Zwart et al., 2005) looked at different factors to predict gap crossing in toddlers. They found that _________ _________ to be the sole significant predictor of gap crossing thresholds in young children.

Answer 33

walking experience

Question 34

Motor skills of infants (do/do not) always transfer as expected, infants (do/do not) need to re-learn skills when the conditions change.

Answer 34

do not, do

Question 35

____________ ____________ is a system that provides infants reasoning and learning about the physical interactions of objects and other physical entities.

Answer 35

Physical reasoning

Question 36

Infants divide the world into different event categories such as: _________________ (One object covered behind another) ________________ (One object inside another) ________________ (One object hitting another object) _______________ (One object on another object)

Answer 36

Occlusion, Containment, Collision, Support

Question 37

Infants are able to identify __________ that allow them to make sense of the events in each category, for example, the width and height of an object to predict the outcome of a containment event.

Answer 37

variables

Question 38

Infants are able to understand the role of _________ for a containment event at around 4 months of age. (Wang et al., 2004)

Answer 38

width

Question 39

Infants are able to understand the role of ___________ for a containment event at around 7 months of age. (Hespos & Baillargeon, 2001)

Answer 39

height

Question 40

Infants are able to understand the role of ___________ for a containment event at around 9.5 months of age. (Luo & Baillargeon, 2004)

Answer 40

transparency

Question 41

Infants learn variables _________ about each event category. They do not transfer knowledge of variables from one category to another.

Answer 41

separately

Question 42

In an experiment regarding testing the variable of height in an occlusion and containment event. It was found that 3.5 month olds did not understand that tall objects cannot fit inside short containers but understood that tall objects cannot be hidden behind short occluders. This suggests the knowledge of variables from one category to another (do/do not) transfer.

Answer 42

do not

Question 43

An experiment (Starkey et al., 1990) tested an 6-month-olds ability to differentiate numbers/quantities. Infants who were habituated to 2 objects appearing on the screen looked longer when they were presented with 3 objects and vice versa. This suggests that infants (are/are not) able to distinguish between different numbers.

Answer 43

are

Question 44

____________ ____________ is the ability to estimate or represent numbers without using symbols or language.

Answer 44

Approximate numerosity

Question 45

A possible reason as to why in an experiment (Xu & Spelke, 2000) where infants were unable to determine the difference between 3:4 ratios, is due to an infant's lack of ability to perform ______________ ______________.

Answer 45

approximate numerosity

Question 46

An experiment (Wynn, 1992) tested an infant's ability (5-month-olds) to keep track of objects over time. It uses the violation of expectation paradigm whereby if they would see a doll being added or subtracted from the scene, they would stare at the impossible outcome longer. This suggests that infants are (able/not able) to keep track of objects over time.

Answer 46

able

Question 47

In an experiment (Baillargeon et al., 2009) examining the expectations of infants for inert and self-moving objects. It was found that infants (2.5-month-olds) were (able/not able) to distinguish between intert and self-moving objects.

Answer 47

able