Developmental Psychology Overview

<p>They start to get trimmed away (D)</p> Signup and view all the answers

<p>Longer reaction times (A)</p> Signup and view all the answers

<p>Genetic mutation in newborns (A)</p> Signup and view all the answers

<p>It diminishes with age (A)</p> Signup and view all the answers

<p>50% (D)</p> Signup and view all the answers

<p>Children are aware of their own knowledge and that it differs from others'. (C)</p> Signup and view all the answers

<p>4 years (A)</p> Signup and view all the answers

<p>Attention (B)</p> Signup and view all the answers

<p>Hot executive functions (D)</p> Signup and view all the answers

<p>Preservative reaching (B)</p> Signup and view all the answers

<p>Implicit measures use looking time instead of direct responses. (C)</p> Signup and view all the answers

<p>A child refrains from eating a treat until given the signal. (B)</p> Signup and view all the answers

<p>Deficits in memory and action control (B)</p> Signup and view all the answers

<p>3 years (D)</p> Signup and view all the answers

<p>A set of cognitive abilities that manage attention and actions (A)</p> Signup and view all the answers

<p>Beliefs can be both true and false (A)</p> Signup and view all the answers

<p>Classic false belief task (C)</p> Signup and view all the answers

<p>2.5 years (D)</p> Signup and view all the answers

<p>Understanding other people's thoughts and behaviors (D)</p> Signup and view all the answers

<p>They improve in self-control and task management (B)</p> Signup and view all the answers

<p>It’s too complicated for children (B)</p> Signup and view all the answers

<p>Their surprise in unexpected situations (A)</p> Signup and view all the answers

<p>Theory of mind (C)</p> Signup and view all the answers

<p>The difference between what a child can do alone and what they can achieve with assistance. (B)</p> Signup and view all the answers

<p>The amount of suggestions given by parents. (B)</p> Signup and view all the answers

<p>Children using emotional cues from others to guide their behavior. (C)</p> Signup and view all the answers

<p>Interactions with others are essential for cognitive growth. (B)</p> Signup and view all the answers

<p>Biological capacity for imitation. (D)</p> Signup and view all the answers

<p>Contact principle. (D)</p> Signup and view all the answers

<p>By their first year. (A)</p> Signup and view all the answers

<p>Inhibition, working memory, and shifting (C)</p> Signup and view all the answers

<p>Children understand that others have different beliefs from their own. (D)</p> Signup and view all the answers

<p>The ability of very young children to solve problems. (B)</p> Signup and view all the answers

<p>Perseveration reflecting developing executive function abilities (A)</p> Signup and view all the answers

<p>Strong verbal communication skills (B)</p> Signup and view all the answers

<p>Communication and relationships. (C)</p> Signup and view all the answers

<p>Providing a detailed holistic approach to cognitive development. (C)</p> Signup and view all the answers

<p>They struggle significantly, reflecting impaired theory of mind (B)</p> Signup and view all the answers

<p>Adapted behaviors by caregivers to aid infant learning. (C)</p> Signup and view all the answers

<p>They are active when observing and performing actions (B)</p> Signup and view all the answers

<p>Effectively using gaze to understand intentions (B)</p> Signup and view all the answers

<p>Understanding begins to develop at around 5 months of age. (B)</p> Signup and view all the answers

<p>Impaired shifting and emotional regulation (D)</p> Signup and view all the answers

<p>It is a major challenge for them to engage with (A)</p> Signup and view all the answers

<p>Children begin to imitate around 6 months and improve over time (B)</p> Signup and view all the answers

<p>Dysfunction of mirror neurons (B)</p> Signup and view all the answers

<p>Object permanence (D)</p> Signup and view all the answers

<p>Formal operational stage (C)</p> Signup and view all the answers

<p>Understanding of volume and mass (C)</p> Signup and view all the answers

<p>They persist in reaching for the first hiding location (C)</p> Signup and view all the answers

<p>A cognitive inability to see things from another's viewpoint (B)</p> Signup and view all the answers

<p>Logical reasoning and problem-solving (D)</p> Signup and view all the answers

<p>Children construct their own understanding through experience (D)</p> Signup and view all the answers

<p>Pre-operational stage (C)</p> Signup and view all the answers

<p>Solving tangible problems (B)</p> Signup and view all the answers

<p>Ability to perform logical operations (B)</p> Signup and view all the answers

<p>Developing object permanence (D)</p> Signup and view all the answers

<p>Erik Erikson (C)</p> Signup and view all the answers

<p>To identify egocentrism (A)</p> Signup and view all the answers

<p>By observing his own children and other children (A)</p> Signup and view all the answers

The study of how and why biological, physical, cognitive, emotional, and social abilities develop throughout childhood.

A developmental debate about whether traits remain constant or change throughout life.

Debate on the relative importance of genetics (nature) and environment (nurture) in development.

Brain growth from prenatal period to 6 months, reaching 50% of adult brain size.

Substances that can cause atypical development if exposed to the fetus.

Developmental problems caused by prenatal alcohol exposure.

Brain's ability to form and maintain connections between neurons

Elimination of unused synapses in the brain.

The understanding that objects continue to exist even when they are hidden from view.

The tendency for infants to reach for an object in a familiar location (A) even after seeing it hidden in a new location (B).

The act of repeatedly reaching for a hidden object in the same place, even though it has been moved.

The first stage of Piaget's theory of cognitive development, from birth to 2 years old, where infants learn through sensory experiences and motor actions.

The second stage of Piaget's theory, from 2 to 7 years old, where children begin to use symbols and language, but still struggle with logical thinking and perspective-taking.

The inability to see or understand things from another person's point of view.

A test used to assess egocentrism where children are asked to describe what a person on the other side of a model can see.

A test where children are shown two identical objects (e.g., two rows of coins) and then one object is transformed (e.g., spread out), to see if children understand that the underlying amount remains the same.

The third stage of Piaget's theory, from 7 to 12 years old, where children gain the ability to perform logical operations on concrete objects and understand concepts like conservation.

The final stage of Piaget's theory, from 12 years old and up, where adolescents develop abstract thinking, hypothetical reasoning, and scientific reasoning.

Logical mental rules that can be applied to solve problems.

The idea that children actively construct their understanding of the world through their experiences and interactions.

A theory that describes the four stages of cognitive development in children, from infancy to adulthood.

Piaget's theory revolutionized the way we understand child development and cognitive processes, emphasizing active learning and individual construction of knowledge.

Piaget's theory has been criticized for underestimating children's abilities, not fully accounting for cultural influences, and suggesting that development is more gradual than stages.

The ability to understand that others have different thoughts, feelings, and beliefs than our own.

A test that measures theory of mind by asking children to predict what someone else will do based on their incorrect belief about a situation.

An early form of understanding other people's minds, often demonstrated by looking time at surprising or unexpected events.

A set of mental skills responsible for planning, organizing, managing time, and controlling impulses.

The ability to resist temptations or distractions and control impulses.

The ability to hold information in mind for a short period of time and use it to solve problems.

The ability to adapt to new rules or situations and change your thinking.

A classic experiment that tests how well children can delay gratification, showcasing their ability to use executive functions to resist immediate rewards.

The idea that children learn by interacting with others, building knowledge through communication and relationships.

The gap between what a child can do alone and what they can achieve with help from a more knowledgeable person.

When children use the emotional reactions of others to guide their own actions.

Just because a child understands a concept doesn't mean they can easily perform the action related to it.

Piaget didn't fully consider the role of other people in a child's cognitive development.

Infants as young as four months old understand object permanence and have expectations about how objects should behave.

Objects in motion only interact when they touch each other.

Newborns show preference for face stimuli compared to scrambled or blank images.

A simplified, exaggerated way of speaking to infants that helps them understand and process actions.

The ability to understand the mental states of oneself and others.

A test where children are asked to predict where someone will look for an object, even if they know the object has been moved.

A test where children are asked what someone on the other side of a model can see, to assess their ability to understand perspectives.

Even 3-year-olds understand what others can see, but they struggle to judge how things look from another's viewpoint until age 4.

While his theory has been revised, Piaget's work laid the foundation for our understanding of cognitive development in children.

A test that measures a child's understanding of what others should know by how long they look at a surprising event.

Having thoughts and feelings about the world, like believing something is true, wanting a specific thing, or having a specific emotion.

The study of how people think about others and the social world, including understanding emotions, intentions, and social situations.

By observing how they respond to situations where someone's belief is different from reality, or how they predict someone's actions based on their beliefs.

It helps understand others' thoughts, but it doesn't mean we always accurately understand their feelings or motivations.

Demonstrating an understanding of others' beliefs through verbal communication, like explaining why someone might look in the wrong place for something.

Mental abilities that allow you to control your actions, set goals, stay focused, and track your progress.

Inhibition (resisting impulses), Working Memory (holding information in mind), and Shifting (adapting to new situations).

Repeating the same action even when it's no longer appropriate.

A neurodevelopmental disorder characterized by social communication challenges, restricted interests, and repetitive behaviors.

Struggling to understand others' thoughts, feelings, and perspectives.

Difficulty copying actions, especially those without clear physical effects.

Brain cells that activate when you perform an action AND when you watch someone else perform it.

A strong and often overwhelming experience for individuals with ASD.

Individuals with ASD may have some abilities intact while struggling with others related to understanding actions.