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psych ch 4,5,6
| Question | Answer |
|---|---|
| As neurons form connections, what becomes vital to their survival? | stimulation |
| what is synaptic pruning? | Synaptic pruning is when neurons that aren’t needed lose synapses, and they sit there to wait for future development. |
| what is lateralization? | lateralization is the different functions that the left hemisphere and the right hemisphere in the brain have. The left hemisphere controls the right side of the body, and vice versa. |
| what is experience-expectant growth? | Experience-expectant brain growth is when the young brain naturally needs environmental experiences, sounds and interactions to develop. An example would be a baby hearing their native language |
| what is experience-dependent growth? | during our lives, our brains strengthen their already-existing structures and unique learning experiences occur. An example would be learning to play the piano |
| What is the purpose of baby fat? | regulate body temperature |
| should a parent be concerned if his/her baby is chubby? | no, babies lack muscle and need body fat to regulate body temperature. by the second year( the toddler stages) the baby will slim |
| operant conditioning | deals with rewards and punishments to shape behavior |
| classical conditioning | stimulus that seems to have no purpose gains a purpose when it is coupled with something else and the reaction of the individual changes |
| When do mirror neurons fire? | when an individual sees/hears an activity or that activity is carried out by the individual |
| what happens in our brains when we observe another’s behavior? | When we see others’ behavior, our brains try to imitate it and the behavior is stimulated. |
| What complex social abilities do mirror neurons help infants and toddlers to develop? | Babies can shake rattles while watching someone else do it and it helps grow their brain connection at the same time. It helps them understand others intentions & emotions |
| List four actions in an infant or toddler that would be considered gross motor skills. | rolling, crawling, cruising, walking |
| list two actions that are fine motor skills. | prereaching, grasping, transfer, pincher-grasp |
| What is depth perception? | Depth perception is the way we can evaluate how far apart objects are from us and from one another |
| visual depth cues that develop in babies | motion, binocular, pictorial |
| when do visual depth cues develop in babies? | around crawling age |
| What is the A-not-B search error? | The A-not-B search error is when a baby sees an object hiding in one area (A), and it watches the object be moved to another hiding spot (B), but the baby will still go look for the object in the A area. |
| Why does the A-not-B search error occur, according to Piaget? | Piaget says that babies don’t know that when an object has moved, it’s not in the old spot anymore. |
| Explain the 3 elements of Piaget's sensorimotor stage | birth-2 yrs (kids DO things) 1. circular reaction- chance event child likes & repeats 2. object permanence-understanding trial/error 3. mental representation- action-based to thinking-based |
| comprehension comes before production | comprehend something is easy, but we may not be able to produce a word for it (kid sees cow and says cow, but when they see dog, they say cow cuz of 4 legs) |
| sensory register (most limited capacity) | first, where sounds and sights are direct and stored for a short period of time. Think of photographic memory; images quickly disappear after a short period. |
| short-term memory (2-7 things for a few sec) | how many items can be temporarily remembered while trying to examine the items |
| working memory (2-5 things) | PUZZLE or like remembering a phone number long enough to punch it in- we remember it long enough to "work on" it |
| long-term memory | infinite, think of inside out |
| central executive | the boss (organizer) leads new information but adds more complex and different thinking and tries to correlate and categorize it (problem-solving, reasoning, cognitive thinking). |
| Recognition is | when babies notice that something is the same or similar to an event they have already experienced. (simplest form of memory) SEE IT |
| Recall is | when babies have to remember something that isn’t present, like a hidden object. THINK IT |
| Why is it important that infants be able to categorize? | because it allows them to combine similar things together, and there is so much for infants to learn, so it helps them remember things and learn better. |
| What are babies’ earliest categories based on? | size, shape, and the physical properties |
| What is the Zone of Proximal Development? | tasks that children can’t do by themselves, but could do with the help of an adult or parent. |
| What is scaffolding? | a skilled adult shows a child a challenging activity that the child can’t do alone, and they guide the child which helps the child figure out strategies, until the adult can stand back and the child can continue with the task until mastering it. |
| How does scaffolding support the child’s zone of proximal development? | by helping children learn how to do things on their own. They begin actions with help, but the more they work on it, the better they understand it. |
| The referential style (language) | means that most of the words an individual knows are nouns (objects) like UNITED STATES (individualistic) |
| The expressive style (language) | means that most of the words an individual knows are pronouns or mannered responses (like please and thank you) LIKE CHINESE/JAPANESE (collective) |
| Erikson believed that a healthy outcome during infancy did not depend on the amount of food, but rather on what? | It depended on the quality of the caregiver |
| What is the conflict for the second year of life? | Autonomy vs. shame and doubt |
| Happiness in infancy/toddlerhood | smiles turned to laughter, Bonds parents and baby because of stimuli and responsiveness, helps with motor and cognitive development. Between 6-10 weeks, parent responsiveness causes baby to have a social smile (recognizes faces). |
| Anger & Sadness in infancy/toddlerhood | newborn’s anger/sadness responses are generalized-usually when baby is uncomfortable older- angry or sad when they do not get what they want. get angry & recognize it. Sadness is less common. |
| Fear in infancy/toddlerhood | fear is displayed the last half of the first year. Infants get stranger anxiety, unless parent is near. After 6 months, infants use their parents as a secure base, someone to go back to once they are done exploring. |
| sensorimotor stages | 1. circular reaction-(body)baby likes something, they do again 2.secondary circular reactions-environment 3. coordination of secondary circular reactions-environment trying to accomplish goal 4.tertiary circular reactions-babies are little scientists |
| what are the sensorimotor stages ages 0-18 months? | they are action-based. primary, secondary, and coordination of secondary. |
| what are the sensorimotor stages 18-24 months? | thinking based. do things in head |
| private speech | when kids talk to themselves when problem solving. PRESCHOOL AGE most prominent |
| behaviorist perspective | nurture. modeling & reinforcement |
| nativist perspective | nature. Language acquisition device (LAD), believe we naturally learn language |
| interactionist perspective | best of both worlds. modeling/reinforcement & innate ability to learn language |
| language milestones | 2 mo.- cooing w/ vowels 4-6 mo. - babbling (use tounge) 7 mo. - if deaf, stop babbling 8-10 mo. - intonation patterns/gestures - pointing/questions 12-18 mo.- first words. at 18 mo, language explosion 20-24 mo-telegraphic speech (go bye bye) |
| gender differences in language | girls are ahead, they talk more cuz moms talk to girls more than bpys |
| infant-directed speech | parents talk in a higher-pitched voice & repeat words |
| overextension | using the same word too much. i.e: all 4 legged animals become "dog" |
| underextension | not using the same word enough. learned that sister is "girl" but not all actual girls are "girls" |
| in the first year, how much does height and weight increase? | height: 50% weight:3x i.e- 20 in, 9 lb baby becomes 30 in & 27lb |
| in the second year, how much does height and weight increase? | height: 75% weight: 4x i.e 20in baby, 9lb becomes 35 in and 36lb |
| bowlby-phases | 1. preattachment 2. attachment-in-the-making 3.clear-cut attachment 4.reciprocal relationship |
| preattachment | birth-6 weeks. "built in" signals. respond to needs preheating oven, ready for anything |
| attachment-in-the-making | the maker is preferred "attachment in the baking, the baker is preferred" 6 weeks-8mo. recognize & prefer main caregiver |
| clear-cut attachment | youre using a clear-cut knife to separate butter! 8 mo-18 mo.- separation anxiety - peaks 12-15 mo. |
| reciprocal relationship | INTERNAL WORKING MODEL - set of expectations about the availability of important people in our lives & the likelihood of their providing support during times of stress (the roommates) |
| according to Erikson's psychosocial theory, when the balance of care is sympathetic and loving, the psychological conflict of what is resolved positively because the infant feels confident about venturing and exploring? | basic trust vs. mistrust |
| according to bowlbys etheological theory what is the reciprocal relationship? | babies can know that influence parents coming and going and can predict their return |
| what is joint-attention |
Created by:
brooklyng
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