Psych 100 1H Focus Questions Chapter 11 pg 397 414 Class 23 10 18 2013 1 How do infants react to novel objects How do they control and explore their environment Provide evidence and include a discussion of social referencing in your response infants react to novel objects habituation shown a pattern they look intently at first and then over time they look less and less look more to new stimuli than old stimuli Experiment Infants as young as 1 day old perceived the difference between two checkboards with different size squares and remembered difference between the two control and explore their environment Experiment 2 month olds smiled and attended more to a mobile that moved in response to their own movement than a motor driven mobile they could not control Experiment 2 months old learned to turn on a video sound recording of Sesame Street theme song by showing faces of anger when the device was disconnected social referencing look at their caregivers emotional expressions for clues about possible danger of their own actions a all sensory stems functioning at birth b from birth most turned to novel stimuli sense of recognition c expts Indicate infants try to control environment d exploration changes from eye mouth to eye hands 1 examine object properties 2 prefer sensory salient objects colorful textured loud e use caretaker social cues to imitate Caretaker eye tracking to follow and social referencing for emotionally acceptable behavior caretaker smiling frowning 2 How do infants reveal their knowledge of core physical properties in selective looking experiments and search tasks Provide evidence and include a discussion of object permanence in your response infants reveal their knowledge of core physical properties in selective looking experiments search tasks object permanence a early recognition of impossible visual situations violation of expectancy experiment b suggest early understanding of core physical principles c but are they innate Descartes Kant or acquired Locke Berkely d not settled but some indication of basic inborn knowledge e selective looking expts comparison of possible and impossible events babies habituate to sameness stimuli re orient to impossible stimuli indicating understanding of a difference f following object being hidden Piaget 5 mos Lack of object permanence 6 9 months can follow simple hidden object process but not changed hiding place problem evidence indicates early physical mobility self propelled locomotion increase visual muscular coordination 3 Describe Piaget s theory of cognitive development Include the terms schemes assimilation accommodation and operations in your response How do children behave like little scientists Piaget s theory of cognitive development schemes early on children develop concrete problem solving ideas mental blueprints for actions to understand how things work as they get older the schemas become more complex and abstract assimilation taking in of new experiences that add to existing schemes to advance them if experience irrelevant no new growth accommodation change of existing schemes to allow for addition of new information existing schemes must be flexible for new information operations children behave like little scientists d reversibility ex conservation of substance operational schemas that allow for undoing an action ex making round clay ball into long skinny rope and then back into a ball again fig 11 2 lack of conversation of volume Ex of lack of conversation developmental stages four increasingly complex schemas 4 Describe the four stages of development in Piaget s theory including major concepts and terms associated with each What are some criticisms of Piaget s theory four stages of development in Piaget s theory 1 sensorimotor age 0 2 yrs exploring physically using all muscles and senses touch kicking sucking spitting vocalizing squeezing hopping throwing pressing etc 2 preoperational 2 7 yrs language manipulation basic symbolizing and divergent creative thinking lack of conservation and reversibility fig 11 2 3 concrete operational 7 11 yrs conservation of dimensions reversibility cause and effect relationships limited to empirical science and basic arithmetic 4 formal operational around 11 yrs from puberty onward inductive concrete reasoning to abstract generalizations theoretical science and formal logic and mathematics criticisms of Piaget s theory 1 overestimates absoluteness of age defined scheme stages different schemas can be seen at each age range 2 not specific operationally about scheme concept 3 emphasizes self behaviors without social environment 5 Summarize Vygotsky s sociocultural theory What role does language play in this theory How can a child develop abilities according to this theory Include the term zone of proximal development in your response sociocultural theory the social environment determines the direction of much if not most of developing behavior role language plays in this theory a language basis for development of higher human thought Internalizing language produces richness of thoughts reflects each culture s activities and values ex the word because b private speech transition to unspoken verbal thought out loud speech indicates problem solving understanding organization and direction of thinking decreases around age 7 replaced by inner speech thinking c social collaboration possible only by communication for humans using words occurs early before children learn to use word to think with d child as apprentice learns by imitating skills necessary to survive in own culture how cultures differ determines differences in skills learned ex Amish children vs impoverished ghetto children vs immigrant children vs middle class burb children children dressed like parents Amish children abilities according to this theory zone of proximal development 6 Describe the information processing perspective on mental development How does this relate to the development of memory systems information processing perspective of mental development relates to development of memory systems A LTM system implicit memories occur first even in infants explicit memories remembrance of information semantic ages 8 12 memories for facts beliefs and word meanings episodic begin 20 23 months first memories clear recall of events in time apparently need language development to recall events a reason why very early episodic memory difficult b STM working memory and processing speed increases from about 3 15
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