Psych 100.1H Focus QuestionsChapter 11 (pg. 397-414) – Class 2310/18/20131. 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 disconnectedsocial referencing- look at their caregivers emotional expressions for clues about possibledanger of their own actionsa. all sensory stems functioning at birth b. from birth most turned to novel stimuli- sense of recognition c. expts. Indicate infants try to control environmentd. 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 aball 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 conceptsand 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. middleclass “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
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