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23 Cards in this Set
- Front
- Back
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Reflexes at birth
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curling toes when sole of foot touched, palmar grasp, rooting, sucking, breathing
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Tests of abnormality - Moro Reflex
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when head allowed to drop, arms spread out then retract; baby usually cries, disappears in 4th-6th month after birth; persistence = malfunctioning CNS or other brainstem problems; mental retardation
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Tests of abnormality - Babinski Reflex
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toes curl outward like a fan when sole of foot stroked; present from birth to 12-18 months - absent in babies with lower spinal cord defects
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Studying early cognition - look at
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heart rate; habituation; preferential looking
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Heart rate decelerates in response to ____________________
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Novel/attractive stimuli , Interesting but non-exciting
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Heart rate accelerates in response to ______________________
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Potentially dangerous or aversive stimuli; But need to be awake and alert - Caution re age differences and arousal
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Preferental looking - Can the infant discriminate between two similar visual stimuli?
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Looking time measured to both stimuli - Longer looking to one = preference = discrimination; Difficult if looking is about equal to both
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Habituation
Gradual decrease in response to/interest in a repeated stimulus Novelty preference: Human preference for anything new or different |
Experimental design: Present infant with a stimulus (interested), Keep on presenting it (interest declines), Infant said to be habituated, Present a different stimulus - Increased attention = distinguished stimuli
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Habituation advantages
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Human novelty preference means infants always prefer new stimulus, even if not very interesting
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Habituation works well for ______ can look at ____ and _________ for hearing
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vision, heart rate, sucking
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Preference for faces, Haith, because faces are
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3D, move, areas of high and low contrast, provide visual and aural stimulation
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No initial preference for faces
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Caron, Haaf, newborn infants show no preference for normal vs scrambled faces
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Preference for faces develops
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•1-month-old infants look at – hairline 57% of the time, eyes 30% of the time
•2-month-old infants look at – eyes 49% of the time, hairline 30% of the time |
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Visual preference
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Fantz (1965) showed that infants look longer at a patterned surface than a plain surface.
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Object constancy
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Perception/belief that an object remains constant, despite changes in the way it looks
Conditioning studies suggest that infants have innate knowledge of: shape constancy, size constancy |
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Depth perception - Ability to judge distance of objects from ourselves, and from each other
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Begins at 2-3 months, as infants learn to focus on objects at different distances
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Visual cliff (Gibson & Walk, 1960; Campos, 1970)
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2-m-olds simply curious ( heart rate); 6-m-olds (crawling) show fear, heart rate; won’t cross despite coaxing; Crawling allows better depth perc.
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Auditory perception - Harder to tell if an infant is listening than looking
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2 months, infants can locate sounds: shown through orienting towards stimulus; Reaction takes 2-3 sec; Takes time to learn to locate sounds accurately; Better at locating higher-than lower-pitched sounds - Takes several months to co-ordinate vision and hearing
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Intermodal perception
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Infants must be able to combine input from different senses to form a perception of unitary events or objects - Crucial for understanding the world
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Classic study: Meltzoff & Borton (1979) - Tested one-mth-olds’ ability to integrate visual and tactile information
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Intermodal perception - Infants sucked on smooth dummy or bumpy dummy; Then shown visual display of smooth and bumpy dummy; Looked longer at picture of dummy that they’d sucked; Replicated with newborn, breast-fed babies (Kay & Bower, 1994) - Suggests intermodal perception is an innate skill that improves with experience
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Categorical thought
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Co-ordinating visual and auditory perception allows deliberate learning = cognition
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Coldren & Colombo (1994): 9-m-olds learned complex visual discriminations: Phase 1: infants viewed pictures differing in two dimensions (e.g., shape and colour)
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If infant looked to “correct” dimension (e.g., red, not blue), rewarded by adult voice recording; If infant looked to “wrong” dimension (e.g., blue), no reinforcement provided; All succeeded in learning “correct” dimension
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Coldren & Colombo - Phase 2: Changed the reinforcement rule
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Reversal shift: same dimension, different value - Should be relatively easy… but only if infants are responding to actual dimension (not just sensation); Non-reversal shift: different dimension, different value; Should be more difficult… but only if infants are responding to both dimension and value (if just sensation, should be about the same as reversal); Suggests early use of abstract categories
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