PSYC 25 Developmental Psychology Past Paper Chapters 5 & 6 PDF

Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 ○ constantly faced with counterexamples to his Chapter 5: Cognitive Development in...

Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 ○ constantly faced with counterexamples to his Chapter 5: Cognitive Development in or her existing schemes Infancy with inconsistencies Piaget’s Theory of Infant Stages of Development Development 1. Sensorimotor Stage Cognitive Processes ○ birth to 2 years old Schemes ○ infants construct an ○ actions or mental understanding of the representations that world by coordinating organize knowledge sensory experiences with ○ simple actions that can physical, motoric actions be performed on objects Substages of Sensorimotor Stage sucking a. Simple Reflexes looking ○ first month after birth How children adapt to their ○ sensation and action are schemes coordinated primarily ○ Assimilation through reflexive ○ Accommodation behaviors Assimilation rooting ○ children use their sucking existing schemes to deal ○ soon the infant produces with the new information behaviors that resemble or experiences the reflexes in the Accommodation absence of usual ○ adjust their schemes to stimulus for the reflex take new information b. First habits and Primary and experience into Circular Reactions account ○ 1 and 4 months Organization ○ infant coordinates ○ grouping of isolated sensation and two types behaviors and thoughts of schemes: into a higher-order Habit - based on a system reflex that has Equilibrium become ○ explain how children shift completely from one stage of separated from its thought to the next eliciting stimulus ○ children constantly Circular Reaction - assimilate and repetitive action accommodate as they ○ Primary Circular seek equilibrium Reaction ○ An internal search for scheme based on equilibrium creates the attempt to motivation for change reproduce an Disequilibrium event initially Francheska Louisse L. Bugsangit 1 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 occurred by possibilities with chance objects, ○ Habits and circular continually doing reactions are new things to stereotyped them and ○ Infants own body exploring the continues to be the results center of attention ○ Starting point for human c. Secondary Circular Reactions curiosity and interest in ○ 4 and 8 months novelty ○ infant becomes more f. Internalization of Schemes object-oriented ○ 18 and 24 months ○ Infants schemes are not ○ ability to use primitive intentional or symbols goal-oriented ○ Symbols ○ Secondary circular internalized reaction sensory image or an action word that repeated because represents an of its event consequences permit the infant ○ infants imitates actions to think about that he or she is already concrete events able to produce without directly d. Coordination of Secondary acting them out or Circular Reactions perceiving them ○ 8 and 12 months allow infant to ○ infant must coordinate manipulate and vision and touch, eye transform the and hand represented ○ actions become more events in simple outwardly directed ways ○ involve coordination of Object Permanence schemes and the understanding that objects intensionality continue to exist even when e. Tertiary Circular Reactions, they cannot be seen, heard, or Novelty, and Curiosity touched ○ 12 and 18 months Acquiring sense of object ○ infants become intrigued permanence is one of the of the by the many properties infants most important of objects and by the accomplishments many things they can Evaluating Piaget’s make happen to objects Sensorimotor Stage ○ Tertiary Circular Reactions schemes in which A-not-B Error the infant ○ Error that occurs when purposely infants make the mistake explores new of selecting the familiar Francheska Louisse L. Bugsangit 2 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 hiding place (A) rather than the new hiding Attention place (B) of an object Perceptual Development and focusing of mental resources on Expectations select information, improves ○ infants perceptual cognitive processing on many abilities are highly tasks developed at a very Attention in the first year of life early stage is dominated by an ○ Intermodal Perception orienting/investigative process the ability to Type of Attentions coordinate 1. Orienting/Investigative Process information from ○ directing attention to two or more potentially important sensory locations in the modalities environment and ○ Infants develop the recognizing the features ability to understand 2. Sustained attention how the world works at a ○ AKA focused attention very early age ○ new stimuli typically Nature-Nurture Issue elicit an orienting ○ Core Knowledge response followed by Approach sustained attention theory that ○ Allows infants to learn infants are born about and remember with characteristics of a domain-specific stimulus as it becomes innate knowledge familiar systems Defining Language space, number Habituation sense, object ○ decreased permanence, and responsiveness to a language stimulus after a repeated presentation of the Learning, Attention, stimulus Remembering and Dishabituation Conceptualizing ○ increase in responsiveness after a change in stimulation Operant Conditioning ○ Infants attention is consequences of a behavior strongly governed by produce changes in the novelty and habituation probability of the behaviors Habituation provides a useful occurrence tool for assessing what infants infants will suck faster on a can see, hear, smell, taste, and nipple when the sucking experience touch behavior is followed by a visual It is important for parents to do display, music, or human voice novel things and to repeat them Francheska Louisse L. Bugsangit 3 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 often until the infant stops second half of the first responding. The parent stops year or changes behaviors when the 6-12 months, the infant redirects his or her maturation of the attention hippocampus and Joint Attention the surrounding ○ in which two or more cerebral cortex individuals focus of the makes explicit same object or event to memory possible track another’s behavior ○ Infantile/Childhood ○ Joint attention requires: amnesia an ability to track Forgetting of the another’s first 3 years of life behavior one person’s Imitation directing another’s Imitative abilities as attention biologically based because reciprocal infants can imitate facial interaction expression within the first few ○ involves a caregiver days after birth pointing, turning the involve flexibility and infant’s head, snapping adaptability fingers, or using words to Deferred Imitation direct the infant’s ○ occurs after a time delay attention of hours or days ○ predictor of language development Concept Formation and Categorization Memory Concepts central feature of cognitive ○ cognitive groupings development, pertaining to all similar objects, events, situations in which an individual people, or ideas retained information over time Perceptual categorization Encoding ○ early categorizations ○ process in which based on similar information is perceptual features of transferred to memory objects Implicit Memory ○ size, colors, parts of ○ memory without objects conscious recollection Language Development ○ skills and routine Explicit Memory ○ conscious remembering Defining Language of fans and experience form of communication based ○ babies do not show on a system of symbols explicit memory until the ○ spoken, written or signed Francheska Louisse L. Bugsangit 4 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 Language enables us to meaningful units can be describe past events and plan combined in words for the future, pass down information, create a rich 3. Syntax cultural heritage ○ involves the way words All languages have common are combined to form characteristics acceptable phrases and ○ Infinite Generativity sentences ability to produce 4. Semantics and comprehend ○ involves the meaning of an endless words and sentences number of ○ words have semantic meaningful restrictions on how they sentences using a can be used in sentences finite set of words 5. Pragmatics and rules ○ the system of using ○ Organizational Rules appropriate conversation and Language’s Rule Systems knowledge of how to effectively use language 1. Phonology in context ○ language is made up of basic sounds ○ sound system of the How Language Develops language, including the Recognizing Language Sounds sounds that are used and infants can make fine how they may be distinctions among the sound of combined language ○ Phoneme the brain becomes most open basic unit of to learning the sounds of a sound in a native language language ○ Vowels = 6 months smallest unit of ○ Consonants = 9 months sound that affects Statistical Learning meaning ○ involves no instruction, 2. Morphology reinforcement, or ○ units of meaning feedback is a powerful involved in word learning mechanism in formation infant development ○ Morpheme ○ infants soak up minimal unit of statistical regularities in meaning the world merely through it is a word or part exposure to them of a word that Babbling and Other Vocalizations cannot be broken Babies go through the following into smaller sequence during the first year: meaningful parts Crying ○ the rule of morphology ○ can signal distress describe the way Francheska Louisse L. Bugsangit 5 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 Cooing inappropriate for the ○ 2-4 months word’s meaning by going ○ gurgling sounds that are beyond the set of made in the back of the referents an adult would throat and usually use express pleasure during Underextension interaction with the ○ tendency to apply a caregiver word too narrowly; it Babbling occurs when children fail ○ produce strings of to use a word to name a consonant-vowel relevant event or object combinations Two-Word Utterances ○ influences the behavior 18-24 months of age of their caregivers Telegraphic Speech Gestures ○ is the use of short and showing and pointing precise words without Social Aspects of Language grammatical markers ○ pointing without checking on adult gaze Biological and Environmental ○ pointing while looking Influences back and forth between an object and the adult lack of pointing is a significant Biological Influences indicator of problems in the infants communication system Broca’s Area Babies first words often are for ○ an area in the left frontal things they have previously lobe of the brain involved pointed to in producing words First Words ○ Damage here means infants understand their first difficulty in producing words earlier that they speak words correctly them Wernicke’s Area Infants understand about 50 ○ a region of the brain’s words at about 13 months but left hemisphere involved they can say this many words in language until about 18 months comprehension Receptive Vocabulary ○ Damage in this area will ○ words the child have poor understands comprehension and Spoken Vocabulary often produce fluent but ○ words the child uses incomprehensible speech Vocabulary Spurt Aphasia ○ The rapid increase in ○ damage to either Broca’s vocabulary that begins Area or Wernicke’s Area at approximately 18 ○ loss or impairment of months language processing Overextension Language Acquisition Device ○ tendency to apply a ○ biological endowment word to objects that are that enables the child to Francheska Louisse L. Bugsangit 6 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 detect certain features child’s incomplete and rules of language utterance Environmental Influences ○ Labelling naming objects Role of Social Interaction that children seem Language is not learned in a interested in social vacuum ○ They benefit from Social cues play an important storybook reading role in infant language learning Interaction View ○ emphasizes that children Chapter 6: Socioemotional learn language in Development in Infancy specific contexts Child’s vocabulary development Emotional and Personality is linked to the family’s SES and Development type of talk that parents direct to their children Pointing usually occurs in Emotional Development concert with speech and may enhance the meaning of Emotions mothers verbal input to their feeling, or affect, that occurs children when a person is in the state or Child-Directed Speech and Other an interaction that is important Caregiver Strategies to him/her especially to their Child-Directed Speech wellbeing ○ Parentese Roles of Emotions in Infancy ○ language spoken with a ○ communication with higher-than-normal others pitch, slower tempo, and ○ behavioral organization exaggerated intonation, Classification of Emotions with sample words and ○ Positive sentences enthusiasm Strategies joy ○ Recasting love rephrasing ○ Negative something the sadness child has said that anxiety might lack the guilt appropriate anger morphology or Early Emotions contain some Primary Emotions other error ○ are present in humans dog bark = you and other animals (6 heard the dog mos) bark surprise ○ Expanding interest adding joy information to a anger Francheska Louisse L. Bugsangit 7 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 sadness holding; no preliminary fear moaning is present disgust ○ stimulated by high Self-Conscious Emotions intensity stimulus ○ require self-awareness Smiling that involves Key social signal and a very consciousness and a important aspect of positive sense of me social interaction in developing jealous a new social skill empathy Reflexive Smile embarrassment ○ A smile that does not pride occur in response to shame external stimuli and guilt appears during first Emotional Expression and Social month after birth, usually Relationships during sleep The ability of infants to Social Smile communicate emotions permits ○ A smile that occurs in coordinated interactions with response to an external their caregivers and the stimuli beginning of an emotional bond Fear Sensitive, responsive parents One of baby’s earliest emotion help their parents grow Stranger Anxiety emotionally, whether the ○ An infant’s fear and infants respond in distressed or wariness of strangers; it happy ways tends to appear during babies pick up on their mother’s the second half of the stress first year Crying Separation Protest most important mechanism ○ An infant’s distressed newborns have for crying when caregiver communication with their world leaves the first cry verifies that the Emotional Regulation and Coping baby’s lungs have filled with air Infants whose mothers Basic Cry responded quickly when they ○ rhythmic pattern that cried at 3 months of age cried usually consists of a cry, less later during the first year iif followed by a briefer life silence, then a shorter ○ develop sense of trust whistle that is somewhat and attachment higher in pitch than the main cry Temperament Anger Cry ○ basic cry in which more involves individual differences excess air is forced in behavioral styles, emotions, through the vocal cords and characteristic ways of Pain Cry responding ○ sudden, long, initial loud cry followed by breath Francheska Louisse L. Bugsangit 8  Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 Reactivity Negative Affectivity ○ variations in the speed ○ fear,frustration, sadness, and intensity with which discomfort an individual responds to ○ easily distressed and situations with positive may cry often or negative emotions Effortful Control Self-Regulation (Self-Regulation) ○ involves variations in the ○ attentional focusing and extent or effectiveness shifting, inhibitory of an individual’s ability control, perceptual to control his or her sensitivity and emotions low-intensity pleasure Describing and Classifying Biological Foundations and Experience Temperament argues that children inherit a 1. Chess and Thomas’ physiology that biases them to Classification have a particular type of Easy Child temperament ○ generally in a positive 1. Biological Influences mood, quickly An inhibited temperament is establishes regular associated with a unique routines in infancy, and physiological pattern that adapts easily to new includes: experiences ○ high and stable and Difficult Child heart rate ○ reacts negatively and ○ High levels of cortisol cries frequently, engages ○ High excitability of the in irregular daily amygdala routines, and is slow to structure of the accept change brain that plays Slow-to-warm-up Child an important role ○ low-activity level, is in fear and somewhat negative, inhibition displays a low intensity Contemporary View of mood ○ temperament is a 2. Kagan’s Behavioral Inhibition biologically based but focuses on the differences evolving aspect of between a shy, subdued, timid behavior child and a sociable, ○ it evolves as the child’s extraverted, bold child experiences are Inhibition to the Unfamiliar incorporated into a ○ react to many aspects of network of unfamiliarity with initial self-perceptions and avoidance, distress and behavioral preferences subdued effect that characterize the 3. Rothbart and Bates’ child’s personality Classification 2. Goodness of Fit Extraversion/Surgency Match between a child’s ○ approach, pleasure, temperament and the activity, smiling, laughter Francheska Louisse L. Bugsangit 9  Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 environmental demands with interest in their social world and which the child must cope are motivated to orient to it Strategies to use in relation to and understand it children’s temperament ○ Attention to and respect Social Orientation for individuality ○ Structuring the child’s Face-to-face play must include environment vocalizations, touch, and ○ The difficult child and gestures packaged parenting 1. Locomotion programs develop the ability to crawl, walk, and run explore and expand their social Personality Development world Personality push for independence skills ○ the enduring personal 2. Intention, Goal Directed characteristics of Behavior, and Meaningful individuals Interactions with Others Trust Joint attention and Erikson’s Trust vs Mistrust gaze-following help the infant infants learn trust when they to understand that other people are cared for in a consistent have intentions and warm environment 3. Social Referencing Virtue : Hope “reading” emotional cues in SSI : Mother others to help determine how to The Developing Sense of Self act in a particular situation Physical self-recognition may 2 years old be a more important marker of 4. Social Sophistication and self-recognition Insight Independence infants’ perception of others’ Autonomy vs Shame and Doubt actions as intentionally ○ Autonomy is about motivated and goal-directed wanting to do everything and their motivation to share themselves and participate in the ○ Has motivational intentionality by their first implications birthday Virtue: Will SSI: Family Attachment and its builds an infant’s mental and Development motor abilities develop they feel pride in new Attachment accomplishments and want to ○ close emotional bond do everything themselves between two people Freud emphasized that infants become attached to the person Social or object that provides oral Orientation/Understanding satisfaction Infants are socioemotional Physical Comfort and Sensitive beings who show a strong Care Francheska Louisse L. Bugsangit 10 Chapters 5 & 6 PSYC 25 Developmental Psychology TEST DATE: Sept. 19, 2024 ○ key to establish trust in to explore the infants environment ○ establish positive Phase 1: From Birth to 2 Months interaction ○ instinctively direct their ○ resume playing attachment to human Insecure Avoidant Babies figures ○ show insecurity by Phase 2: From 2 to 7 Months avoiding the caregiver ○ becomes focused on one ○ does not reestablish figure contact Phase 3: From 7 to 24 Months Insecure Resistant Babies ○ specific attachments ○ cling to caregiver and develop then resist her by Phase 4: 24 Months on fighting against the ○ becomes aware of others closeness feelings, goals, plans ○ does not explore Harlow playroom ○ contact comfort over Insecure Disorganized Babies food ○ appear disoriented; Internal Working Model of dazed and confused and Attachment fearful ○ a simple mental mode of ○ strong patterns of the caregiver, their avoidance and relationship, and the self resistance as deserving of ○ extreme fearfulness nurturant cre Secure attachment in infancy ○ influences the infant’s was related to social and later the child’s competence with peers in early subsequent responses to childhood other people Developmental Cascade Model ○ involves connections Individual Differences in across domains over Attachment time that influence developmental pathways Strange Situation and outcomes ○ an observational 5-HTTLPR measure of infant ○ short version of the attachment that requires serotonin transporter the infant to move gene through a series of ○ developed a introductions, disorganized attachment separations, and style only when mothers reunions with the were slow in responding caregiver and an adult to them stranger in a prescribed order Securely Attached Babies ○ Use the caregiver as a secure base from which Francheska Louisse L. 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