1. Habituation- Process of responding less strongly over time to repeated stimuli. How is this used to study infant abilities? Because infants look at something for less time when it is familiar, we can test what they view as “unfamiliar.” I.E if we produce something that appears physically impossible and the baby watches longer, they probably understand at least basic physics and are confused as to how it happened. 2. What evidence showed babies can learn events? A baby with a string connected to a mobile toycan learn to move it, even at very young ages. 3. Cross-sectional Study- Research study that examines people of different ages at a single point in time. Longitudinal Study- Research study that examines development in the same group of people on multiple occasions over time. Cohort- Effect observed in a sample of participants that results from individuals in the sample growing up at the same time. 4. Emotions at birth-Interest, Disgust, Distress, ContemptEmotions appear between 2-4 months-Anger, Sadness, Surprise, Fear5. Effect of deprivation on development-Retards development. Teratogen-Chemicals and viruses that can reach the embryo or fetus and cause harm.Common Teratogens-Irradiation, Rubella, Cortisone, Alcohol. Cases of Fetal Alcohol Syndrome- Impaired growth and neurological abnormalities resulting from heavy exposure to alcohol during gestation.Symptoms of FAS– Attention and memory problems, Hyperactivity, Poor motor control. 6. What do “sticky mitten” and “visual cliff” suggest about innate abilities and the impact of experience on development? They showed that even at young ages we can learn things outside of our innate abilities. Is enrichment always a good thing- Not always, as in pre term babies who were over stimulized. 7. The Great Debate-How do cognitive developmental changes occur? Jean Piaget-Founder of the field of cognitive development. Theory of Development- He believed it was a stage like development, like a caterpillar to a butterfly. 8. Assimilation-Piagetian process of absorbing new experience into current knowledge structures. Accommodation-Piagetian process of altering a belief to make it more compatible with experience. Schema-Organized knowledge structure or mental model that we’ve stored in memory. It is used to simplify how we view the world and speed up mental processes. 9. Piaget’s 4 Stages- Stage One Sensorimotor –No thought beyond immediate physical experience. Stage Two preoperational - Able to think beyond the here and now, but egocentric and unable to perform mental transformations.Stage Three Concrete Operational –Able to perform mental transformations but only on concrete physical objects. Stage 4 Formal Operations – Able to perform hypothetical and abstract reasoning. Object Permanence-The Understanding that objects continue to exist even when out of view. Representational thought-Using a banana as a phone, or one object representing something else.Conservation-Piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same.Egocentrism-Inability to see the world from others’ perspective. Mental operations-Completing a cognitive task like sorting coins by size (concrete) or talk about the meaning of life (abstract).How do they move from one stage to the next? They have to learn the ability to complete certain tasks. Mental representation and object permanence move someone from stage one to stage 2, mental operations are needed to move from 2 to 3, and learning abstract operations move someone into stage 4. 10. Object concepts- Concept of naïve physics. For example, if one object is behind another, but thefront objects turns into it and still moves through, an infant that understands object concepts would be confused. Number concepts- Number stays the same despite form and size. Person concepts- Thinking from others point of view, very different than adult thinking. Rene Baillargeon’s Research on object permanence-She showed infants 5 months and potentially younger understand object permanence if you don’t require a physically coordinated search. She based this on studies on how long infants look at displays either consistent or inconsistent with object permanence. From this research, we can conclude that Piaget’s model stating that object permanence does not develop until 18-24 months is wrong. Research on Numbers concepts-Asked children which had more beads a string of 7 that was long, or a string of 8 that was short and weather liquid poured from a wide glass to a skinny glasswas bigger in one vs the other. Found that young children often get these wrong, but if asked if they would rather eat 6 pieces of candy close together or 5 pieces spread apart they picked the group with 6. Research on Persons Concepts-Asked kids to view a scene (the scene looked differently on everyside) and then describe what someone else saw on the other side. Or they showed a trick wherea child put a candy bar in the fridge, the mom moved it to the cupboard (without the kid seeing) and then asked the subject if the kid knew where the candy bar. Once again young children struggled with these. 11. Theory of Mind-Ability to reason about what other people know or believe. False Belief Test-A test where a child learns something a character in a story does not know, and then is asked if the character knows what they know. What cognitive changes occur between age 3 & 4? Children achieve the knowledge that others will act on their own beliefs. What age can children deceive others and what research supports this? Around 4 again, and the task where 3 year olds failed to deceive a monkey but 4 year olds succeeded. 12. Age of gauging reliability- Preschool age. They really do not explain these at all. 13. Language development-Changes include going from one word thoughts, two two words like “mommy sit”, to many nouns but only a few verbs and prepositions. Stages- They begin to recognize their mother’s native language in the womb. -In their first year, they learn the phonemes of their language and how to use their vocal apparatus. (use babbling: intentional vocalization that lacks specific meaning.)-Children understand words earlier than they can form them (their name around 6 months, other words 10-12) and then can oftentimes produce some words by their first birthdays.-Vocab expands as they get older, 200 words by age 2 and