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TAMU PSYC 307 - Exam 2 Study Guide
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Study Guide 2Lecture 9 – Infancy (October 2) - Six states of arousal o Active/irregular sleep, quiet/regular sleep, crying, alert awake, drowsing - Sleep o REM vs. non-REM (EEG brain waves differ) REM = active/light- Important for autostimulation Non-REM = deep/quieto Cultural differences Co-sleeping is custom for 90% of the world’s cultures – nighttime separation of child andparents is norm in the USo Benefits of napping Rebecca Gomez experiment - Perceptiono Sensation – what type of information we receive from senses o Perception – organizing information in a way that is meaningful to the individual  Habituation  Behavioral responses Visual acuity o Scanning and Tracking  Scanning: faces, objects PSYC 307 1st Edition- Age differences Tracking: follow an object from side to side o Pattern preferences and age differences o Shape and size constancy  Color Lecture 10 – Infancy and Physical Growth - Face Perception o Prefer face to non-face stimuli, prefer upright to inverted faces, prefer unscrambled faces to scrambled faces, prefer attractive faces o Perceptual narrowing Other species effect Other race effect - Depth Perception o Visual Cliff Study – Eleanor Gibson o Kinetic, motion cues  Impending collision  Accretion and deletion o Binocular cues – convergence of the eyeso Pictorial cues – larger things perceived as being closer- Auditory perception o Babies can discriminate between different tones and pitches o Sound location- Speech perception o Categorical o Experience - Object perception o Object segregation – completion of partially occluded figures - Imitation o Face imitation – give back what you have seen at a later time o Hand imitation o Deferred imitation o Imitation of incomplete goals - Intermodal perception o Piaget vs. Emiricists vs. Nativistso Evidence Oral-visual Auditory-visual Tactile-visual Lecture 11 – Infancy and Language - New Paradigms o Violation of expectation – object permanence o Reaching in the dark - Information processing approach o Mobile-kicking paradigm vs. conditioning paradigm Memory o Attention and memory (relationship between the two)  Speed of encoding- Motor developmento Newborn reflexes Involuntary response to stimulation o Milestones in motor development Pushing up, rolling over, sitting up, pulling up, walking (w/ and w/o support) Back-lying and locomotion (SIDS) o Locomotion  Adolph study – what you know about crawling does not transfer to what you know about walking - Language o Symbols Systems for representing thoughts, feelings, knowledge and communicating them o Development of language Rule system of symbols used to communicate  Infinite generativity  Comprehension vs. production o Theories of language development Behavioral social learning Nativist – deep structure vs. surface structure of language  Interactionist – some things are inborn, some things come with experience Connectionist – brain made up of connections and networks  Biological aspects – speech apparatuses and maturation Environmental aspects – sounds outside your native language Lecture 12 – Intelligence - Intelligence – Spearman’s definition of IQ (positive associations between cognitive tasks) o Calculating intelligence – IQ = intelligence quotient  Mental age/chronological age * 100- Measuring intelligenceo Stanford-Binet Test – verbal and nonverbal subtests Five domains – fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory  Fifth Edition classification o Bayley Scales of Infant Development  Domains: motor (fine and gross), language (receptive and expressive), cognitive development o Raven’s Progressive Matrices Measures ability to complete the pattern o Wechler Series – different tests can measure specific domains  Verbal, comprehension, perceptual speed, working memory - Problems with measuring intelligence o Flynn Effect – IQs steadily increase from one generation to the next Racial/cultural biases  Communication  Gender biases Stereotype threat o Correlations with intelligence go Low end of the Bell Curve Idiopathic vs. syndropathic o High end of the Bell Curve  Intrinsically motivated to master material – need stimulation o IQ scores as predictors More closely related to occupational success than SES, school attended, etc. - Genes, Environment, and Development of Intelligenceo Genes have substantial influenceo Environmental contribution - Other views on intelligenceo Two types Crystallized: factual (increases with age) Fluid: ability to think on the spot (declines slowly after adulthood)o Alternate perspectives Sternberg’s Theory of Successful Intelligence - Triarchic theory (analytic, creative, practical)  Gardner’s Theory of Multiple Intelligences- Individual differences (intelligent in different ways) - People possess at least 8 types of intelligence o Linguistic, logical-mathematical, spatial, musial, naturalistic, bodily-kinesthetic, intrapersonal, interpersonal Lecture 13 – Research Development (not covered on the exam) Lecture 14 – Development of Language, cont.- Critical periods of development- Humans and languageo Species-specific behavioro Species universal – auditory cortex- Bilingual children o Hemispheric differences in language processing - Precursors to language development o Categorical speech perception o Production of speech sounds – cooing, babbling, intonation o Social aspects of languageo Prelinguistic speech acts – infant gestures, infant-directed speech o Learning parts of language – word recognition and comprehension o Grammatical development – mean length of utterance - Semantic developmento Learning words and meanings of words o Charted by vocabulary  Naming explosion Fast mapping - Whole-object assumption- Mutual exclusivity assumption o Pragmatic cues, overextension - Types of Early Wordso Object and action o State Lecture 15 – Nonlinguistic Symbols and Sex Differences SYMBOLS- Symbol – some entity that can stand for something other than itself o Symbol-referent relationships  Iconicity, mapping - Development of Symbol o Models – DaLoache o Dolls – used to elicit testimony of abuse GENDER DEVELOPMENT - Terminology o Sex differences – biologicalo Gender differences – learned or


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TAMU PSYC 307 - Exam 2 Study Guide

Type: Study Guide
Pages: 7
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