Review Sheet Exam 2 Psych 350 This review sheet highlights some important concepts and terms from each of the chapters and associated lectures that will be covered in the upcoming exam This list is not intended to be exhaustive For instance there are many key terms that appear in each of the topic areas many of which are listed in the textbook at the end of each chapter I have not reproduced those lists here but they are important to understand nonetheless The best use of this guide would be to prepare as you normally would completing all the readings reviewing lecture notes memorizing bolded terms etc and then testing your understanding on the items listed below I hope you find this useful Please let me know if you have any questions Motor name and describe examples of reflexes that are present at birth particularly ones mentioned in lecture sucking rooting breast feeding reflex if you stroke infants cheek they will try to suck your finger breathing sucking pupillary eye blink babinski grasping what is moro know examples supporting the role of culture and experience in the achievement delay of motor milestones motor development is a very robust process Although delays may occur in severe situations it is rare and even then reversible Shown in cultures that don t allow children to walk for the first year and orphanages where children were stuck in crib for majority of first years of life Describe the developmental progression of reaching and self locomotion Locomotion at about 8 months infants become capable of first form of self locomotion CRAWLING At about 13 months they begin to WALK on their own dynamic systems theory and supporting examples theory that motor development should be understood in terms of a complex interaction between phyiscal environmental perceptual main conclusion from studies with animals e g baby chicks cats baby chicks study pecking does not improve because they re becoming more intelligent but because their necks are becoming stronger allowing them better control of their beaks Influence of MATURATION on development biological component emphasis on biological time table and that not all learning is based off of experience cats study cat that had the passive experience lacked the skills he needed to pass the depth perception tests Shows the influence of ENVIRONEMNT on development how active vs passive experience affects motor development passive experience results in less knowledge about environment As seen with the two cats the passive cat could not understand the visual cliff and responded to less stimuli in general visual flow fields and how they support experience based theories of motor development and the important connection between vision and movement Everyone has a different visual flow field depenidng on how fast they walk This idea was presented to babies as they sat strapped into chairs facing forwards and the two side walls moved If the babies understood the study then they would move in reaction to the changing fields but if they did not they would stay still If they had experience walking moving then they would react to the wall moving because they re using the information to say that they re moving Babies who don t have experience moving don t change their posture at all Taking babies who have active experience moving around in the world themselves vs passive experience see visual flow but don t participate in it for example straped onto mothers chest Visual flow is what you see in your peripherals used to tell you if you are moving forward or backward Train babies by putting them in a small car and letting them drive around in it Helps them to realize how visual flow works shows that active experience moving in the world is important for coordinating vision and posture Learning Memory definitions and examples for each type of learning ability habituation classical operant statistical observational Habituation showing someone the same object event over and over again until they grow bored with it Often used with baby studies and treatment of phobias Classical example of little albert salivating dog Pairing stimuli so that you produce a desired action affect with what was once a neutral stimulus Operant Instrumental giving praise rewards for desired behavior until eventually the behavior becomes natural Example of baby moving their foot to make the mobile move Statistical babies can track statistical regularities of patterns sequences of shapes If you show babies the same pattern over and over again and then show the pattern but change the sequence they will look longer at it They are subconsciously noticing the probability of the pattern another example when a baby cries they assume that their mother will come Observational idea that infants observe things in their world and mimic it even without rewards Example of deferred imitation even weeks later know examples of how our nature makes some things easier harder to learn More prone to fear things such as rats or snakes whereas learning to fear flowers is much harder infantile amnesia and possible explanations Explained by adaptions in evolution to increase our likelihood of survival Biological Preparedness you may not be born afraid of them but learn to be afraid of them rather readily Children naturally search for snakes and spiders more quickly than neutral stimuli ask them to find a flower in a mix of spider pictures and they will take more time to do so Infants biased to match negative emotional sounds to spiders snakes as well We do not remember things before 3 4 years old Very few childhood memories Possible reasons are because we encode memories in ways that our adult selves cannot understand We don t have much language before 3 years old if we cannot say the words how can we remember them years later Cognition object permanance tasks including the A not B task general results at different ages with different methods e g reaching vs looking time Piaget underestimated childrens abilites He said that object permanence did not occur until about 9 months of age but really it occurs at about 2 A not B task children watched an experimenter place a toy in spot A and asked to find it they did Then the experimenter moved to spot B and asked the child to find it again Piaget tested object permanence using reaching which was difficult for baibes because it includes a lot of coordination motor ability not cognitive whereas the looking time tests allow for more precise and accurate assesment