PSYC 251 Notes PDF

PSYC 25/  LEC 1 nature : genes nurture : Physical and social environment · womb is experience...

PSYC 25/  LEC 1 nature : genes nurture : Physical and social environment · womb is experience of nurture canalization example to explain how nature and nurture work together in development greater genetic influence -more canalized landscape : critical where choices to points are made go down path = are a hard to they down a path a critical sway person once go chace point historical foundations - plato-born w conceptual knowledge aristotle knowledge B from experience - innate justice morality - rousseau + locke -tabula raga continuous : no elemental change , just growth discontinuous : diff stages of development sociocultural context is important · historical era born in culture · · economic structure of country of · economic structure family individual differences Genetics · of other who outgoing · to rxns kids are responded more positively - are treatment others by ppl play attractive kids - w more · mindset - fixed vs growth V needs R R doesn't need v , relevance to hypotheses : do hypotheses predict what should happen straightforwardly inter-rater reliability : are observations the same bton diff raters test-retest reliability : are scores Stable over time replicability : do other studies yield same result internal validity : do tests measure what's intended external validity : can you extend results to real world  LEC 1 ↑ contexts for data gathering 1. interviews - structured (all asked same gs) vs climical (follows what child says) susceptible -2 naturalistic obs-lack for unethical behaviour externally valid , of control , good , to desirability bias 3. structured obs - experiments in lab , not as externally valid 4 heart rate physiological measures eeg , brain scan -. , Overreliance on WEIRD samples Western Educated , Industrialized Rich Democratic , , correlational designs · O means no relationship teeth and -1 string meg ex brushing cavities + 1 strong positive ex. time studied us mark · magnitude shows strength of correlation , not sign · good : 9. 4-0. 5 tri council policy Statement - respect for persons ~ concern for welfare - justice  LEC 2 prenatal development conception - 2 weeks ; from moment sperm enters egg until zygote fully implanted into cerine wall 3 8 weeks EMBRYO : development & most sensitive period that in all systems of body & can - organs cause harm gth week - birth FETUS : physical structures develop, inc sensory experience, learning , behavior Zygufe - identical turns split inner all mass - monozygotes fraternal get released fertilized both twins when I eggs and - dizygotes Embryo - 3 layers in 2nd weeks ectoderm : nails , teeth , nervous system eye lens epidemic - , inner ear , , -mesoderm : muscles bones , skin , circulatory system , endoderm : digestive longs , glands - system , oriany tract , -n-shaped groove formed down center of top layer , neural tubeswells to become brain and spinal cord * if spiral cord doesn't close, spinal bifida occurs placenta develops - * semi-permeable memb - amniotic suc protects , keeps constant temp head to fail - development in uphalocandal to proxtista manner heart beating & & weeks -3-6 week , face , legs , arms , rapid bram development y start to move (very slowly , can't feel Fetus - 11-12 weeks , fingers + external genitalia , reflexes , organs , muscles , nervous system being connected 16 weeks lower body , baby more , growth 10 weeks , Suck thomb , covered In Vernix)waxy substance - keeps baby from getting pruncy from amni fluid 20 weeks less movement facial expressions , head down , 28 weeks , age ob viability , auditory system works, eyes open and more give birth btun 15-35 X has 1900 genes , Y has 100 recessive gene disorders : pkn, tay-sachs cystic fibrosis sickle , , cell anemic polygenic (multiple genes at play) disorders : cancer, heart disease , psychiatric disorders  LEC 2 environment gene interaction · reaction range : same genotype develop diff in diff environments · norm of reaction : all possible phenotypes that could result Brain development · 3-4 weeks after conception , cells in neuronal tube develop (250, 000/min) neurogeness there cell division · synaptogenesis by 18 " week peak period of development on bram also peak paid of programmed all death (apoptosis] -neurons die while other neurons are developing axong grow longer , dendrites · more myclimation before birth , continues into addressence visual corted rapio growth until 1 yr , levels off and is stable at 10 prefrontal corted growth Pyrs (v2s) · rapio until , levels off into adolescence synaptogenesis pruning doesn't occur at right time in autism of lots synapse form until 2 pruning after · , start less effective communications synapse allows more · : synapses form after birth Experience need repeated activation for preservation plasticity to affected by experience (less : ability for brain be plastic waging -experience expectant : synapse grow and die bes bran expects experiences & if doesn't get it, taken up by other senses experience dependant : involvedw learning · rats w more complex environment had more synapses mri & frri = better spatial res & erp-better temporal res eeg  LEC 3 involves research , if proven not true * good theory even Piagetian Theory -- Constructivist - Theory children active in their learning · are motivated intrinsically to learn generate hyp , experiments conclusions · , , · "little scientists" - hypothese based on his own children -didn't take nurture into account enough -children learn continuously but still go thru discontinuous stages assimilation : integrating new into i to existing schemas & adaptationa - to environment accomodation : change schemas w new info - organization : internal process · ex. kids talk to themselves abt their day at night to organize thoughts and concepts equilibrium discrepancy experience & understanding : btun equilibration - Y no - balances assimilation - disequilibrium : discrepancy understood which leads to better understanding and accommodation assimilation ↓ T disequilibrium equilibrium - accommodation Properties of Piagetian Theory - - invariant transitional of periods feeling younger or older - broad applicability - discontinuous sensorimotor stages birth = 2 yes - 0-1 months : basic reflexes 1-4 months : primary circular - build on reflexes 8 months : circular interested objects lack obj 4 secondary in but permeance - -. 8-12 months : intentional behaviour - A not Berror can find obj in first location hidden , 12-18 months : terrary circular - explore new objects 18. 24 months : using symbols - beginning of representation  (f) preoperational stage - 2 -> but -representations no operations · mental rep shown by symbolic play cannot take egocentric other's view - - ex When asked what doll sees will point to where they themselves see ·. , centration - focus on one feature and exclude others ignore transformations systems approach Denic - concrete operational 7-12 you - focus on motor development and its - influences by neural mechanisms posture, , -can pass conservation test , logical thought balance , motivation , environmental support formal operational 12- -soft assembly : diff things will affect what you're - doing scientific reasoning - attractor states : certain things become more - habitual over time think abstractly & reason hypothetically · constant flux, can change habits if want to Piaget theory Pres u you break them * paget made tasks hard too -sticky mittens showed better reaching and understanding of reaching - kids cannot do performance task until 4 * underestimated influence of environment and children's competence & Stage model is incorrect bes children aren't seeing world in same cognition * accom assim , equil not defined enough , Positives w * paid atte to incorrect answers and saw patterns * constructivism Influence - realize every k0 sees world diff bes of experience a kids need confusion to understand things & kids become less egocentric and become more symbolic/logical & lots of research generated Info processing theories - : Cognition includes all mental activity (problem-solving remembering , , creating) child as computational system - -children limited by processing efficiency of thought availability of knowledge capacity , , and basic processes -cog development occurs thre ire effective execution of Ending - if don't pay atte to important things , we'll have overload - encoding can happen automatically so we can learn concepts w out effort - kids can encode wrong things  Lf23 of Immedprocessing - inc over development, levels out at 12 visual search mental rotation mental addition, become faster tapping wage - , , comesw more experience and inc myelination ingtheory waves -kids of strategies use variety to figure out a problem Start off ex counting on fingers then to adding head ·. go in nowledge W e theories - some knowledge is innate -hardwired into bran into , like on ppl , physics, language - evolutionary important domain specific is self-contained type of info (ex, : module it only processes wone math in - , math mod -domain general : learn thou general mechanisms that apply to all domains nativism : into is there right from birth and j needs to develop experience not important - -constructivism parts of modules exist from birth- Still child to explore the world : basic requires theories saimtural -cultural learning - the adult teaches facts , skills values to children ↑) , content is diff btwn societies and shapes > - thinking -cultural tool advance learning symbols atticus, language - , maps , - Vygotsky · collab learning w peers , but less than adult teaching of Vygotsky's Theory I intersubjectivity (turn-taking joint relating to others) 1. mutual understanding of intentions atth - , , 2. Scaffolding/guided participation - support child w framework on how to solve problem adults are better at this, other kid will just give answer 3. IPD-teaching should be beyond them , but not too much done by parents implicity · 4. more from priv speech to inner speech · kid may more lips but not speak aloud Dtop-Som above top, below bottom , too too hard easy to learn IPD , cancomplete tasks wassisa  LE) 4 genem knowledge language on symbols arbitrary - are comprehension precedes production babies understand words before 10 months but takes - & , & production develops slowly off at 10 months until 18 months infinitely generative - -displacement (talk alt things beyond right now meaning in structure - human brain and human environment oflangee immens sound 1-200 , use46) - morphemes : units of meaning (ex.ppy is / morpheme, unhappy is 2) semantics : of words/sentences meaning pragmatics language is used social context humour turn in taking : how a a being relevant in convo , sarcasm , , ramma order to sentence Syntax : place words in a - 9 : "Un "goes before word "ness "goes after-forms of words morphology ex : , metalinguistic knowledge : ability to reflect on knowledge of language speech perception ↳ - infants are able to detect phoneme differences distributional properties< how often kids use 2 things go together - -frequent = prob a word not frequent = prob boundary of a word , pick boundaries of words Lex beginning syllable stressed, pauses - up , can detect phonemes not present in language - own perceptual - > At 6 months , can distinguish vowels & constants that aren't in own language narrowing born exposed to when we are , we can pick up any language - overtime , lose ability to hear phonemes in that language if we don't hear it - by 10-12 months lose Infant directed -- speech motherese - repitition of key words , sweet tone, pauses African culture believes until baby talks bby it doesn't point talking to bas - no in , understand - helps learn , not necessary tho  LtL 4 Bubblinis btwn 6-10 months , arg is 7 months · imitate others that its hard wired into the bes deaf kids babble little suggestions brain · can a tho-ex deaf drop after requires reinforcement kids babbling soon · , · into 2nd yr of life bjectivit pragmatics a · each person is influenced by fam friends, culture , Bruner suggests learn language in games or routches · · turn taking emerges around 3-4 months Panting " can understand at 9 monts · point to themselves before(yog old protodeclarative to label Smith share sight leads to : looking new w someone, · , 1 naming ( protoperative : imperative baby gets what they want (ex juice) ·. if don't of autism · engage, early sign (do engage in protomperative · mother's sensitivity is important · learn slower if responsiveness is low words - · use holophrases (One wood meaning - ex. "juice" means get me juice) · nouns easiest to learn · learn first words btwn 10-18 months (argis 13-14) a vocab sport from 13-24 months sentences (which need verbs) start at 24 months underextension : think that one thing has that name (ex. only kid's doe is called a dog) overextension think that (ex in sky and everything : a word is used for. see Moon fast call it ball mapping ; learn word by hearing it once if they're a engaged  LEC & Entraints on words · Quine's dilemma : how can kids know the referent · whole object principle : assumption that when adult refers to smth , itis the whole obj though it could be parts of it · mutual exclusivity : assume diff words refer to diff things · can lead kids astray bas don't understand that south can be called multiple diff things If Soth shape, other shape bias is certain things of that share is · same · happens even if texture or size change synaptic bootstrapping : when kid knows part of a sentence, they can figure out a word they don't know · taxonomic assumption : children assume words refer to other things that are Similar child of professional parents hear 30 mil more words than child on social assistance after - this study , encouraged parents to read to children mardevelope · i · telegraphic speech : don't violate word order rules bes realist there not kids start using right grammar start using incorrectly rules younger are - · , just memorization - referred to as overregularization · parents don't correct grammatical errors , but recast "I good to store" parent : to store" ex. Child : "Yes you went · kids not good at being relevant with each other , but are good at turn taking Y collective monologue · By 5 , produce narratives (beginning , middle , end Theories - Skinner said learnt thry shaping remforce sounds words Learning Theory : > > sentences - - - responsivity encourages more talking & Innate Theory : Chomsky said we have LAD that is specialized for detecting learning language rules evidence critical period if you don't learn lang before puberty prob won't learn · in - , Nicaraguan sign language (built from deaf ppl) , create (built from ppl from diff parts of world who experienced slavery · focus on syntax · Interactionist Amerry : learned bas of motivation to communicate with others domain general mechanisms · · focus on semantics  LEC + Theories can't - : Connectionist Theory : Statistical regularities allow us to learn w/ort innate structures doesn't explain fast mapping · neural network makes overreg mistakes too , · Modularity Hypothesis : mind has domain-specific mental algorithms  LEC E concepts : general idea or understanding that groups together similar things knowledge theorists : enter to form (which core world wability certain concepts are evol advantageous -kids develop concepts thru interaction w world- PLAGET -kids form associations info-processing theories - -parents scaffold concepts for children 3 basic categories living things & o all have basic , ordinate · ppl , superordinate · m animate objects -causes for categorization help kids - * knowing the WHY helps kids learn can differentiate the self from age 1 can predict desires & intentions of other ppl by 3 (navapsychology) - age 2 can do this -understand effect of desire if someone's eat on action ex hungry they'll - , , Imitate intended actions 18 months ↓ normal imitation at months) early as 9 - drops beads outside cup will laugh and beads in a put knowthatisht - ex. mom , Kir cup bis - pretend play w correlated emotional understanding like understanding intentions - first comm , btwn parents and kid is imitation Theory of Mind : ppI can have thoughts & beliefs diff from one's own and those differing beliefs will guide their actions -develops btwn 2-5 - after 7 or 8 can (no belief test , pass perception comes first - in lead to desires emotions -> understanding perception + acting on beliefs > - rxn As 8 babies show preference for helper (inanimate obj example) young as , False Belief task 3-3 (if younger than R , Prob can't get past own beliefs/knowledge -E : "What's i box" (says smarties on box) -e : "Smarties" - Kid opens it and sees pencils E: "lets ask your friend " "they'll "they'll say pencils" fail say smarties" = C : = pass , ① not as implicit for autistic ppl * involvement helps kid-ex saying "let's trick your friend". play a on  LEL E core knowledge theorists think ToM has a module (domain specific area in brain) sociocultural interaction ex. - Ino born better than first at fanse belief task bus older sibs play pranks on them so cheyLearn wicker 2nd order tom task if theysaye > - -what does child think that ligh thinks art jagon can pass at 7008 yos old - Jason hides letter , lisa reads it Jjason sees) , she puts back , ask child if list knows that Jason knows she read it kids most fascinatedw living objects kids have alive-explants difficulty understanding somethings are -to help tem show that planets more toward sun over time , living things need to... more by themselves , grow , get sick and heal , inherit things from parents, have diff insides essentialism kids have that animals inherit understanding : an essence causality casual knowledge present early - ex · if someone makes a sound they , know to look there - blicket detector · struggle until 4 yrs old · panel wobj. && b = detector makes a noise , when take b off (just have a) nothing happens , b but kids We know made music struggle · to of reach obj - ex. using rake get out competenceVPerformana do complex task to show your knowledge interferes magical reasoning causal a don't tricks enjoy magic · space cultural tools help form spatial categories ex language (Korean has a word for tight fit - ·. geometric of room , chair · cyes-ex. window in one part in another helps navigate child , · self-propelled locomotion - ex when carried, don't look around allow them to Walk alone ,. passenger seat don't look around eX when in of car ; dose off you -. ,  LELS Time · basic temporal ordering : can tell south happens before and thing - comes in early but needs to tested right be away of duration needed sense bigger ratios early on to learn - - EX , can tell diff btorn 30 sees and 5 mis but not 5 mins & 6 mins · timing of events - develops into mid childhood - ask kid did Christmas come before your bday-won't know Numbers lautomatic process brain subitizing in : system can count up to 3 · ratio system : start w large rations and get smaller over time counting need all 5 principles - 1. One-to-one correspondence : everything has the number word. 2 Stable order ! 1 , 2, 3... * difficult 3. Cardinality : number you land on when you stop counting has to be on that # 4. Order irrelevance count in any direction as long as you count each difficult abstraction : & S. count anything babies Testing habituation · : looking time dec o repeated exposure to stimulus · dishabituation : inc looking time new stomulus wo violation of expectation looking time one if looking at south that violates expectation : Stimulus kid looks procedural