PSYCH 2410: EXAM 2
97 Cards in this Set
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Chapter 5
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Perceptual and Motor Development
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Sensation
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Processing of basic info from world through sense organs (eyes, ears, skin, etc.) the actual energy coming in
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Perception
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Process of organizing and interpeting sensory info into something meaningful
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Visual Perception
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40-50% of cerebral cortex
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Acuity
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Ability to see fine detail
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Preferential looking
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What is used to test infants for their visual acuity.
Ex: infants look longer at the stripes than a plain surface
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Infants reach adult acuity levels
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8 months
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Contrast sensitivity
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Test for it by: see which pattern infants look at
Is poor early on: due to lack of cones size, shape and space
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Visual perception limitations
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Contrast sensitivity: preference for high contrast patterns
Color vision: poor in the first month
Scanning patterns: Trouble tracking moving objects, restricted to high contrast areas
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Pattern Perception
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Preferences for certain faces (mothers)
No initial preferences for particular facial expressions
Infants like attractive faces
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Perceptual constancy
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Phenomenon: Objects appear to maintain shape and size despite constant changes in retinal image
Infants have size constancy by 1 month
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Objects segregation
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Determining where one object begins and ends
Cues include: color, shape, texture, gaps, and Motion
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Most important cue in object segregation
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Motion
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Kellman and Spelke Experiment
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If infants see display not moving they look equally long at both displays. Finding: the importance of movement for object segregation
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Development of depth perception
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Dependent on self locomotion
Experienced crawlers will cross the safe side, but won't cross the visual cliff
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Self locomotion
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Ability to move oneself around in environment
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Intermodal perception
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Integrating input from two or more sensory systems
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Visual to auditory
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1 month olds given pacifier to suck on, then when showed picture, they looked longer at one they sucked on
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Touch to visual
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4 month olds allowed to touch but not see pair of rings connected either rigidly or non rigidly, when shown picture of both objects, looked longer at the one they were touching
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Perception guides motor action
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Reaching for middle of object, great deal of interaction between motor development and visual development
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Crawling
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At around 7 months
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Walking
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At around 11 months
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Knowledge about safety of surfaces
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Gaps NOT transferred from crawling to walking
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Chapter 6
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Language Development
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Language Comprehension
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Understanding what others say
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Language Production
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Actual speaking
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Which comes first?
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Comprehension before production
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Evidence for rule
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Before we talk, there are pre speech gestures
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Generativity
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Using a finite number of words, we can develop an infinite amount of sentences, and ideas
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Components of Language
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Phonological, Semantic, Synactic development
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Phonological Development
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Learning the sound system of a language, Phonemes, 'Beer' vs 'Deer'
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Phonemes
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Unit of sound in speech
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Morphemes
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Smallest units of meaning
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Syntactic Development
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Learning rules for combing words (grammar), Syntax, 'Dog bites man' vs 'Man bites dog'
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Syntax
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Permissible combinations of words from different categories
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Species Specific
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Language is speech specific, only humans acquire language through development
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Species Universal
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Language is developed by infants throughout the world
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Broca's Area
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Located on the frontal lobe, involved with speech production
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Wernicke's Area
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Located in temporal lobe, involved with speech comprehension
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Side of brain that language is localized to for right-handed people
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Left
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Critical period hypotheses
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Language is acquired much easier and more successful prior to the age of 5
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Genie "The Wild Child"
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She exemplifies the critical period hypotheses because she did not have any language association until age of 13. And she had no language skills, and didn't develop them while getting professional help
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Second Language Learning
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Critical factor: what age that the language is learned, not years of experience
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Speech perception
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Discrimination of non-native phonemes: initially infants discriminate all possible phonemes, by 10-12 months, can only discriminate phonemes from native language (has become adult like)
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Speech perception experiment by Werker
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Infants tested with speech contrasts used in native language vs those used in non native, would test to see if infants head would move following sound change, 6-8 month olds discriminated everything, 10-12 months infants could not tell difference they had detected earlier
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Parsing the speech system
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Where the silences mark word boundaries?
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Parosody
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The characteristic rhythm, meoldy, that words are spoken
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Speech production
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Foundations of Speech production
Babbling, gesturing
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Babbling
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6-10 months
pappapap
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Gesture
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Using hand gestures before and during talking
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Holophrastic period
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Child is expressing and entire sentence or idea into just one word
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Telegraphic speech
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Nonessential elements are missing, children's first sentences that are generally two word utterances "Drink Juice", "More juice"
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Most commonly learned words early on
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Nouns
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Word Learning
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Quine's problem
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Quine's problem
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Does a word actually refer to something? Whole object assumption leads children to map the label "bunny" to the whole animal, not just to its tail or the twitching of its nose
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Factors that aid in word learning
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Biases, fast mapping, mutual exclusivity, social pragmatics, linguistic context
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Biases
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Whole object bias, shape bias
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Whole object bias
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word refers to whole object, not part or action or property
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Shape bias
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generalize a word to objects of the same shape, Ex: dax
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Fast mapping
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Can learn word after just one exposure, telling children to go to "chromium not red" tray
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Mutual exclusivity
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Assumption that a given entity will have only one name
Learn new word by contrasting with a familiar word
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Social pragmatics
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Paying attention to social cues, following an eye gaze and realizing what is being looked at and what the name is
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Linguistic Context
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Synactic form influences interpretation, Ex: 'sib' the container, 'sibling' the action
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Symbolic Development
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must be represented mentally in two ways at the same time, as a real object and as a symbol for something other than itself
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Symbolic Development with scale model experiment DeLoache
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Hide toy in room, search in model, 2.5 year olds fail, 3 year olds succeed
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Scale errors
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attempt by young child to perform action on a miniature object that is impossible due to large discrepancy in relative sizes of the child and object
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Pictures
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2.5 year olds succeed if picture is used in place of scale model. If home is filled with pictures, helps them developmentally produce pictures that are representational
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Drawings
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Bloom & Markson study, kids drawings are representational
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Most common drawing subject for young kids
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Person
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Chapter 7
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Conceptual Development
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Quinn & Eimas
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Distinguishes basic level of object, cats vs dogs, showed multiple pictures of cats, then mixed in pic of dog, shows that infants place objects into categories
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Concept
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General idea or understanding that can be used to group together objects, events, that are similar
Helps us understand and act effectively in it by allowing us to generalize from prior experience
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Object hierarchies
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Superordinate, basic, subordinate
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Superordinate level
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very general, ex: mamals
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Basic level
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in between, ex: dog, learned first
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Subordinate level
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most specific, ex: saber tooth tiger
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Inheritance
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kids know that physical characteristics tend to be passed on from parent to offspring, ex: baby mouse will have same color hair as parent mouse
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Essentialism
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view that living things have an essence inside them that makes them what they are
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Dead reckoning
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Using your position based off of a previous position and advancing that position based upon known speeds over elapsed time
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Egocentric encoding of space
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Coding of spatial locations relative to one's own body, without regard to surroundings, before 2 years of age only this representation (object to self) subject is moved
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Allocentric
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Encodes objects based off of other objects, (object to object) subject is moving
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Hermer & Spelke
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Adults use non-geometirc cues to reorient themselves, at 20 months kids use only geometric cues, before 2 years of age they are like rats
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Gender differences
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Males attend to shapes and angles of room, females use landmarks
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Numerical equality
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Babies represent small sets of items 1,2,3 but can also represent larger sets
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Infant arthimetic, Wynn experiement
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Screen comes up and adds another object, and 5month olds were surprised when there was only 1 object left instead of 2
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Counting principles
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1 on 1, stable order, cardinality, order irrelevance, abstraction
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1 on on correspondance
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each object must be labeled by single number word
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Stable order
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Numbers should always be recited in the same order
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Cardinality
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Number of objects in the set corresponds to the last number stated
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Order irrelevance
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Objects can be counted left to right, right to left, or in any other order
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Abstraction
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Any set of discrete objects or events can be counted
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False-beliefs tasks
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Smarties: Ask child what is in box, thinking smarties, turns out to be pencils, when asked if another child would say, 3 year olds say pencils, 5 year olds say smarties. 3 year olds have trouble understanding that people act on their own beliefs, even when they are false
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Why are the tasks hard
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Thinking about false beliefs relates to executive functioning, inhibit assumption that beliefs are correct, inhibit assumption that your belief is same as other, kids don't strategize and very easy to deceive
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Theory of mind
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understand peoples behavior is motivated by internal mental states
Categorize animate and inanimate differently
They have sensitivity to biological and faces
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Contingency
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ability to predict future behavior but not with certainty. It's important for joint attention in kids because you can guess that they will follow your gaze. Babies imitate humans
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Autism
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Social attribution task?
Deficit: theory of mind
impaired social and communication with repetitive behaviors
1/88 births, mostly males
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Evidence for rule
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Before we talk, there are pre speech gestures
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Study Guide: Exam 3