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Development Psych
Exam II
23
Psychology
Undergraduate 3
10/12/2008

Additional Psychology Flashcards

 


 

Cards

Term

Nativism vs. Empricism

 

Definition
Term
how are perceptual skills studied?
Definition
Term
 
 
 
 
Depth Perception

Definition
-develops sequentially
  • Kinetic cues:cues you get about object from movement
  • Binocular cues: uses both eyes, each seeing slightly different visual image to focus @ different distances.
  • Pictorial cues: monocular cues that req. input from only one eye (ie:2-D object demonstrates depth)
Term

 

 

Gibson &Walk:

Visual Cliff experiment

Definition
-asked whether or not infant dev. depth perception depending if they were willing to crawl beyond the "cliff"
  • infants @ 6-14mo view depth perception and won't cross w/out encouragement
  • @ 3 mo children flinch @ looming objects
Term

 

Haith's

"Rules to look by"

Definition
-believes infants are born with visual rules @ birth
 
Q.do infants have depth perception? does it matter?
  • before babies see well, they scan the world until they see something identified with motion or a strong "light-darkness" contrast
  • by 2-3mo babies notice what is within the edge: try to identify the object
A.(they can distinguish objects and object patterns from one another)
 
Q. Do infants prefer look @ faces?
A.prefer looking @ increasingly complex objects
-children have a preference for attractiveness (symmetrical,) like face of mother
  •  @ 1st babies can only see outline, by 3mo can distinguish facial features :-)
 
 
 
 
 
 
Term

Senses

*Combining intersensory info:

Definition

-well developed early on

-intersensory integration: combo of info from 2 or more senses to form unified perception of whole

ie:realizing a persons voice comes from the same person making the hand gestures, etc...

  • not automatic-dev. by 6mo
  •  
Term
cross-modal transfer
Definition
-ability to transfer info gained through one sense to another sense @ later time
  • happens as early as 1mo (contrary to Piaget's belief that is won't happen til 1yr
  • @ 5mo children will be surprised to see a train coming @ them, but hear it going in the other direction. (or a hopping donkey/ skipping kangaroo)
(children have expectations)
Term

OBJECT PERCEPTION

 

Baillargeon:

(Empiricist)

Definition

-believes knowledge is not built in, but strategies for learning ARE

  • ie:infants have basic hypothesis abt the way objects function, which is modified by experience

-believes strategies are inbuilt

Term

OBJECT PERCEPTION

 

 

Spelke

( nativist)

Definition

-believes perception is in built knowledge+some experience

  • believes children can percieve and know what to expect 
  • ie:can see difference between two objects
-rules are inbuilt
 
 -babies realize that smaller box can't support an unbalances larger box
**supports the belief that reason is present early

 

Term
Object Permanence
(Stages)
Definition

The understanding that objects continue to exist even when they cannot be directly perceived.

St. 1 (0-4mo): out of sight, out of mind

St. 2 (4-8 mo): Visual but not manual search for a hidden object (w/eyes not hands)

St. 3 (4-8 mo): Visual but not manual search for a hidden object

St. 4 (8-12mo): Manual search with visible displacement

St. 5 (12-18mo): Invisible displacement (will search for something even if it's fully hidden

St. 6 (18-24mo):  Mature searching (ends Piaget's stage 1- believes infants weren't capable of thought until the second stage)

 

  

 

Term

Object Permanence

(from a cultural perspective)

 

Definition
Zambian babies' object permanence is similar to Western babies despite lack of experience w/ objects
--Zam. babies held on mothers back for 18 mo. (limits exposure. causes NO delay to object permanence dev.
**(we know object permanence is mostly maturational)
Term

 

 

social referencing

Definition
-in ambiguous situations babies looks to their mothrs for guidance
Term

 

 

cultural similarities/differences

Definition
-facial expressions seem to have relatively stable meanings across cultures. emotions that are different are those like guilt and shame that are culturally defined. 
Term

 

 

Piaget's 

Cognitive Development Theory

Definition
-has cognition as central
    -hierarchal (stages): each stage more complex than previous
    -universal: no matter who you arre or where you live, every1
     goes through stages
    -invariant: each stage has to go in a certain order: 1 followed
     by 2, 3, 4 etc.
Term

 

Cognitiv Development:

*shemas:

Definition
-smallest mental unit that rep understanding of the world
*Piaget believed schemas were derived from inborn from organization as ppl interact w/ their environment
Term

 

assimilation

Definition

-a selective process through which one actively takes in info and makes it part of one's schema

 -ie: play therapy children act out their schemas

Term

 

accomodation

Definition
-a parallel process where individuals change their schemas and the world outside
   -children realize their schemas don't match the external world and they change their schemas in an effort to get the to match!!
***key to develpomental change :-)
Term

 

 

equilibrate

 

Definition
-an inborn desire to have balance between our schemas and the world outside
    *finding the balance between assimilation and accomodation
 
*3 reorganizations (equilibriums) of thought
1st: toddlers shift from dominances of simple sensory and motor schemas to the use of the 1st fymbols
2nd: (5-7) child adds a set of schemas called operations
3rd:(adolescence) nchild can operate on ideas as well as events of objects
 
Term

Piaget's Stages of Development

*Sensorimoter (birth-2yrs~transition:18mo-2 yrs)

*Pre- operational (2-7yrs~transition 5-7years)

*Concrete Operational (7-12yrs~transition from 9-11/12)

*Formal operational

 

Definition

*Sensorimoter: use sensory and motor schemas to act on the world around them, 

      -motor movements are pivotal for learning about the world.

      Children learn abt the world by engaging in it, it they don't

      or cant due to physical/mental handicaps, intellectual ev.

      will be impaired

  -end of sensorimotor stage is marked bu appearance of intelligent though- (piaget believed infants don't think)

 

 *infants explore their world through senses & motion

primary circular reaction:simple/ repetitive actions organized around the child's own body

secondary: repeating an action in order to trigeer and action outside of one's body: organized around external objects

          (ie:cooing to get affirmation from mother)

tertiary: deliberate experimentation with variations of previous actions

       (ie: kids can't have "stranger anxiety" without having

        object permanance: know mothers face)

 

*Pre- operational: paiget thought kids were capable of intuitive thought (no reasoning)

      [egocentrism:believe every1 sees the world as they do]

*Concrete Operational:youth begin to think logically

     -they go from centration to decentration, egocentrism to

       sociocentrism: can consider others perspectives

      (decentration/sociocentrism make concrete reasoning)

     -youth make inferences abt reality

*Formal Operational: capable of abtract thought

     --characterized by systematic approaches to problems which influences the consequences of a certain occurance

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