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Psychology 230
Test 2
| Question | Answer |
|---|---|
| What are Piaget's stages of cognitive development? | Sensorimotor (0-2 yrs) Preoperational (2-7yrs) Concrete operations (8-12 yrs) formal operations (12+) |
| What is the sensorimotor stage? | Piaget's first stage of cognitive development when babies' agenda is to pin down the basics of physical reality through exploration |
| What is Piaget's overarching theory and parts? | children actively construct schemes for interpreting their experiences. Equilibrium, new idea, disequilibrium, adaption (assimilation or accomodation), new equilibrium |
| what is assimilation? | when a child experiences a new thing and sticks it into a schema he already has |
| what is accomodation? | when a child experiences a new thing and changes his schemas to match the new idea |
| what is object permanence and when does it develop? | Piaget; (8 months) the understanding that objects continue to exist even when we cant see them |
| How do infants think in the sensorimotor stage? | think with senses, explore with motor capabilities, pre representational |
| primary circular reactions | 1-4 months; self focused, exploration by accident (waving arms and relizing hand is connected) |
| secondary circular reactions | 4-12 months; object focused, intentional, goal-oriented behavior, coordination is better(reach out,grab, shake) |
| tertiary circular reactions | 1-2 years; flexible exploration, move from being pre rep to representational, understand things and things stay in the mind longer, symbolic capacity (realizing picture of an orange stands for the fruit) |
| Representational thinking: deferred imitation | baby sees someone do something and then imitates that behavior hours later |
| means-end behavior (mental problem solving) | 1 year; performing a different action to get to a goal instead of using trial and error like toddlers |
| critiquing piaget's sensorimotor period | he underestimated infants and overemphasized stages |
| social interactionist view of how we learn language | biologically programmed, motivated to communicate, surrounded by language |
| cooing and babbling times? | 1 month; 3-4 months |
| when do babies start gesturing? | 8 months |
| what are forms of nonverbal communication that babies use? | declarative (pointing) and imperative (pick me up, telling caregiver to help them) |
| when do babies speak their first word? | 1 year |
| holophase | when babies use a single word to communicate a whole thought |
| telegraphic speech | 18 months; first stage of combining words in infancy,baby pares down a sentence to its essential words |
| how do infants learn through others? | joint attention, emotions, and behaviors |
| infant directed speech | simplified, exaggerated, high pitched tones that adults use to speak to babies; teaches language |
| why is early social interaction important? | creates attachment, developing skills at socialibilty, developing emotional bond, develop sense of self and effectiveness |
| when is the first social smile? | 2 months; first real smile |
| seperation anxiety | 7 months, main sign of attachment when a baby gets upset by their caregiver's absence. |
| stranger reactions | 7 months; sign of attachment when a baby becomes wary of unfamiliar people and refuses to be held by anyone other than their caregiver |
| social referencing | 11 months, when a baby checks back and monitors caregiver's expressions for cues as to how to behave in exploration. |
| how do we measure security of attachments? | strange situation; Mary Ainsworth; measures variations in attachment security at age 1, involving a series of planned separations and reunions with a primary caregiver |
| secure attachment | the ideal attachment response, when a 1 yr old responds with joy at being reunited with primary caregiver |
| insecure attachment: avoidant | child is indifferent to the caregiver when they are reunited |
| insecure attachment: anxious-ambivalent | child suffers intense distress at separation and anger and great difficulty being soothed when reunited with caregiver |
| insecure attachment: disorganized | child freezes or displays fear when they are reunited with caregiver |
| what is synchrony | the reciprocal aspect of the attachment relationship in which caregiver and infant respond similarly emotionally |
| why is secure attachment important in infancy? | emotion regulation (self soothing), exploration (feel safe enough to explore), and learning about relationships (more secure=more trust later) |
| why are some infants secure and others insecure? | caregiver sensitivity |
| preattachment phase | 0-3 months; infants show no sign of attachment and let everyone hold them |
| Erikson's task of toddlerhood | 1-2 years; autonomy vs. shame and doubt |
| what is socialization | process of being taught to live in human community. |
| what causes secure relationships to change to insecure? | changes in family life (divorce) and changes in child-caregiver relationship |
| Erikson's Psychosocial Theory guidelines | new developmental task at each life stage, expressed each task as a conflict between positive and negative outcomes, resolution at each stage impacts how we develop in next stage |
| what is infancy's task according to Erikson? | trust vs. mistrust |
| primary emotions: positive arousal | social smile (2 mo) and happiness (3-4 mo) |
| primary emotions: negative arousal | anger (4-6 mo), sadness (4-6 mo), and fear (6 mo) |
| secondary self conscious emotions | embarrassment and shame (18-24 mo), pride, guilt, envy (by 3rd yr) |
| what do we need in order to feel secondary emotions? | cognitive development, self concept and knowledge that others are evaluating us(18 mo), need to understand standards |
| what do positive parental evaluations and emotions lead to? | pride |
| what do negative parental evaluations and emotions lead to? | shame and avoidance |
| Co emotional regulation | are not able to regulate our emotions on our own; need parents help |
| self emotional regulation | 6 months; children are able to manage their own emotions/stress |
| what is temperament | a person's characteristics, inborn style of dealing with the world |
| how do Thomas and Chess classify babies and temperament? | easy babies (positive, mellow), slow to warm up babies (less easy going with new things), difficult babies (irritable, negative |
| what did Jerome Kagan study? | shyness/inhibition; temperamental attribute reflecting a tendency to withdraw from unfamilar people and situations |
| what did Kagan find? | babies who cried to toy turned out to be shy people and babies who were quiet to toy were outgoing people. |
| what is the brain activity connected with shyness/inhibition? | shy babies had more right hemi activity, outgoing babies had more left activity, babies that were neither shy nor outgoing had similar activity in both hemis |
| what is a goodness of fit environment | our development is most optimal when people adapt their practices to be sensitive to the baby's temperament |
| How do children think in the preoperational stage? | symbolically (language, make believe play, dual representation) and illogically |
| how do children think in concrete stage? | logically with realistic reasoning, multiple dimensions, better understanding of numbers and order |
| what is appearance reality? | if you change appearance of something child thinks it becomes that thing. Put a cat mask on a dog and a 4yr old would say its a cat but an 8yr old would say its still a dog. |
| what are the conservation tasks? | Piagetian tasks that involve changing the shape of a substance to see if a child can go beyond the way the substance visually appears to understand that the amount is still the same |
| what is decentering? | in piaget's conservation tasks, the concrete child's ability to look at several dimensions of a substance (not just height of juice but width of glass) |
| what is reversibility? | in Piaget's conservation tasks, the concrete child's knowledge that a specific change in the way a given substance looks can be reversed |
| what was the three mountain experiment showing | Perspective taking: preoperational kids are egocentric and only consider their own perspective. |
| what is class inclusion/hierarchal classification? | the understanding that a general category can encompass several subordinate elements (tiger and animals) |
| what is centering? | in piaget's conservation tasks, the preoperational child's tendency to fixate on the most visually striking feature of a substance and not take other dimensions into account |
| Evaluating Piaget's ideas about childhood | he underestimated pre-school age children and downplayed social context of cognitive development |
| Vygotsky's zone of proximal development | the gap between a child's ability to solve a problem totally on his own and his potential knowledge if taught by a more accomplished person. |
| Vygotsky's idea of scaffolding | the process of teaching new skills by entering a child's zone of proximal development and tailoring one's effots to that person's competence level |
| what is metacognition? | awareness and understanding of mental activity; when kids start to think about their own thoughts as well as others' thoughts |
| what is desire psychology (2-3yrs) | when a child thinks about their desires and others' desires. What people want determines their behavior |
| what is belief-desire psychology (4+yrs) | when a child behins to understand what a person wants and what a person knows which determines behavior. Kids now understand that if a person wants water and they bring them a blanket the person wont be happy. |
| what is executive function? | when a child can think ahead and apply to rules to games |
| Erikson's task of early childhood | initiatve (child can carry out goals without criticism) vs. guilt (wanting to try new things but feels their not doing it right) |
| Erikson's task of middle childhood | industry (sense of competence at tasks valued by society like school) vs. inferiority (if child doesnt feel competent in tasks they will develop inferiority) |
| what is self concept? | typical emotions, attitudes, behaviors. who we think we are |
| what is self esteem? | evaluative and dimensional. how do i feel about myself |
| how does self concept change throughout childhood | Observable characteristics (4yrs), Emotions and attitude (5-6yrs), Psychological traits and competences; thinking about self across concepts and in comparison to peers (7-8yrs) |
| how does self esteem change throughout childhood | Unrealistically positive (4yrs), declines in middle childhood, hierarchal structure by middle childhood |
| what is the hierarchal structure of self esteem in middle childhood? | self esteem based on academic competance, social competance, physical/athletic competence, physical appearance |
| self esteem across cultures | kids in US base self esteem off physical appearance while kids in China base it more off of academic competence |
| what is self esteem influenced by? | child rearing practices and achievment related attributions |
| what are the two achievment related attributions? | mastery (bases success off of ability and failure off of controllable factors) and learned helplessness (bases success off of external factors and failures off of ability) |
| when do kids start to notice gender? | 2-3 yrs; kids start to label themselves as boys and girls and aquire stereotypes |
Created by:
Jaime.Bauer
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