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PSYC 250: Exam 2
sensation
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process by which sensory receptor neurons detect information and transmit it to the brain
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perception |
recognizing what you see, understanding what is said to you, knowing that the thing you’re smelling is fresh baked bread
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Meltzoff & Moore
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Imitation of Facial and Manual Gestures by Human Neonates
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Rooting |
when a baby's cheek is stroked, it turn its head toward the cheek that was stroked and open it mouth
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Sucking |
Stimulation: inserting finger or nipple into mouth
Response: Rhythmic sucking |
Grasping |
closing their hands on anything against palms
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Stepping |
legs move in a stepping fashion when held upright with feet on the floor
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moro reflex
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throwing the arms out, arching the back and bringing the arms together as if to hold onto something (in response to loud noise or sudden change in position of the head)
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Babinski reflex
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fanning and curling of toes when foot is stroked
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preference method
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2 stimuli are presented simultaneously to see whether infants will attend more to one of them than the other
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habituation |
Repeated stimuli become so familiar that responses initially associated with it (e.g. head or eye movements) no longer occur.
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evoked potentials
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Method that records infants brain waves when they are presented with a stimulus.
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high amplitude sucking method
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relies on ability of infants to make interesting events last by varying the rate at which they suck on a special pacifier.
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early pattern preference
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0-2 months
prefer to look at whatever they see well |
later form perception
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2 months-1 year
use object movement to perceive form
infants perceive rod as WHOLE |
intermodal perception
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ability to use one sensory modality to identify a stimulus or pattern of stimuli that is already familiar through another modality
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cephalocaudal
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head-down growth
Activities involving the head, neck, and upper extremities precede those with legs and lower extremities |
proximodistal
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development proceeds center outward
Activities involving the trunk and shoulders appearing before those involving the hands and fingers |
orthogenetic
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development beings globally and undifferentiated becoming more specific and specialized over time ex:picking up pen with the whole hand then picking up with fingers
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synaptic pruning
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If neuron not often stimulated, brain disposes of axons and dendrites.
Makes brain more efficient. |
maturational viewpoint of motor development
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unfolding of genetically-programmed sequence of events- proximodistal, cephalocaudal
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experiential hypothesis of motor development
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opportunities to practice motor skills are essential for development
enriching experiences can accelerate the process of motor development
maturation places limits, experience may influence specific age
infants acquire new skills in a goal-directed manner |
dynamic systems theory
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Motor skills are the active reorganizations of previously mastered capabilities that are undertaken to find more effective ways of exploring the environment or satisfying other objectives
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affordance
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reciprocal relation or “fit” between the actor and the environment that is necessary to perform functional activities
part of dynamic systems theory of motor development |
schema
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An organized pattern of thought or action that is constructed in order to interpret some aspect of one’s experience
How children represent their world/reality cognitively |
cognitive equilibrium
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goal of intelligence: arrive at a balanced relationship bw one's environment and one's thought processes
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assimilation
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child tries to adapt to new experience by interpreting it in terms of existing schemas
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accommodation
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Modifies existing schemas to better account for puzzling new experience
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sensorimotor stage
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coordinate sensory inputs & motor capabilities
transition from reflexive to reflective
imitation
achievement of object permanence, beginning of problem-solving |
substages of sensorimotor
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reflex activity
primary circular reactions
secondary circular reactions
coordination of secondary circular reactions
tertiary circular reactions
inventing new means by mental combination |
object permanence
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the awareness that things continue to exist even when not perceived
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A-not-B Error
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The tendency of infants to reach where an object was located earlier rather than where the object was last hidden
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scaffolding
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an expert, when instructing a novice, responds contingently to the novice’s behavior in a learning situation, so that the novice gradually increases his or her understanding of a problem.
gradual release of responsibility |
upper limit of ZPD
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maximum level of additional responsibility student can accept with assistance of an instructor
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Primitive reflexes
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collection of reflexes seen in young infants that gradually disappear during the first year of life including the Moro reflex and Babinski reflexes.
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synaptogenesis
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formation of new connections between neurons
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assimilation
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Piaget
child adapts interpretation of new experience to fit into existing schema, resolve cognitive disequilibrium |
accomodation
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Piaget
child adapts schema to fit new experience, resolve cognitive disequilibrium |
preoperationalstage
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symbolic function, representational insight
pretend play, animism, egocentrism
reconstruct past, reflect on it, compare objects |
concrete operational stage
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ages 7-12
some aspects of conservation, more logical thinking, no more egocentricness, reversabilty becomes present
-Piaget |
formal operational stage
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hypothetical/deductive reasoning- can imagine self in hypothetical situation; useful in decision-making
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sociocultural theory
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Vygotsky
individuals are born with elementary mental functions, which culture transforms into higher mental functions |
multistore model
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information processing
sensory store, STM, LTM |
LTM |
explicit (semantic- generalizable facts, episodic- autobiographical)
implicit |
production deficiency
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deficiency in software
can't come up with a memory strategy |
utilization deficiency
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deficiency in software
have memory strategy, but can't implement it effectively |
cognitive inhibition
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ability to dismiss information that's clearly irrelevant
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memory strategies
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rehearsal
organization
retrieval |
identity status (Marcia)
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identity diffusion
foreclosure
moratorium
achievement |
gender typing
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when child becomes aware of his or her gender; he or she acquires motives, values, and bxs that are considered "appropriate" for members of that sex
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gender roles
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behaviors exhibited by "typical" males or females in a given culture
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gender role standards
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cultural expectations for gender roles
expressive- caring, passive
instrumental- dominant |
Gender segregation
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Tendency to associate with children of the same gender. Begins at age 3 or 4, and increases until early adolescence. Encourages gender stereotyped behaviour
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gender intensification
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concern on the part of girls and boys with adherence to gender roles; applies to adolescence
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gender rigidity
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exaggerating gender roles may help cognitively clarify gender roles (for young children)
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Kohlberg's gender typing concepts
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Gender identity: acquired by age 3
Gender Stability: recognition that people retain their gender for a lifetime (age 4-5)
Gender Constancy: recognition that gender does not change, even if people alter their dress, behavior:
~gender remains constant even when changes |