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60 Cards in this Set
- Front
- Back
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Continuous development
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children gradually add more of the same type of skills, cumulitive addition of skills
children can perform th same of skills as adults just not as with much info/precision |
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Discontinuous develpoment
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thoughts/emotions/behavior differ considerably from adults...new ways of responding/understaning the world emerge at different perios of times in different stages of develpoment
there is a cap to abilities, develop an appearant ceiling and then burst to another ceiling, change very litle once you step up to new stages |
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Nature
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inborn biological givens- the hereditatry information we recieve from out parents at the moment of conception, value stability
intelligence and physical=nature dominates these traits |
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nurture
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complex foces of thephysical and social world that influenceour biological makeup and psychological experiences before and after birth
early experiences establish a life long pattern of behavior. powerful negative events in tgeh first few years cannot be overcome by later, mor epositive ones genetic dispositions can only come into play according to nurture- schitz-stress can bring out this gene |
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normative approach
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measures of behavior are taken on a large number of indiividuals and age related averages are computed to represent typical development, informs parents what to expect at each age
normative info on motor achievments, social behaviors and personalty characterisitcs- careful observaion and interviews with parents |
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freud-psychosexual theory
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see notebook
how parents manage their childs sexual and aggressive drives in the first few years is crucial for halthy personality development there is a fine line between permitting too much or too little fo their childrens basic needs |
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erickson-psychosocail theory
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the ego does not just meditate between id impulses and superego demands. it is also a positive force in devlopment. at each stage the ego aquires attitudes and skills that make the indivudal an active, contributing member of society
normal development must be understood in relation to each sultures life situation |
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behavorism
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directly obersvable events-stimuli and responses-are the appropiate focus of study- john watson
environment is the supreme force indevelopment, adults can mold childrens behavior by controlling stimulis-response associations, devlopment is a continuous process |
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classical conditioning
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pavlo dogs experiment- stimulis response
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operant conditioning
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bf skinne frequency of a childs behaviors can be increased by following it with a variety of reinforcers, a behavior can be decreased through punishments
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social learning theory
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albert bandura- modeling, imitation as a powerful source of development, stresses th eimportanc eof cognition, childrens ability to listen remeber, and abstract genral rules from complex sets of observations affects their imitations and learning
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dynamic systems
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childs mind body and psychical and social worlds forms an integrated system that guides the mastery of new skills system is constantly in motion
children vary in competencies-bio makeup and ppl who support chlidren vary leading to differences in specific skills |
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operational definitions
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definition of variable that is observable and measurable, defined in a precise way so that everyone understands the variable to mean the same thing (there are many different ways to define aggression and attention)
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systematic observation
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naturalistic observation and structured observations
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naturalistic observations
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observation of behaviorin natural contexts, reflects particpants everyday behaviors, accuracy of observaions may be reduced by observation influence and bias
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prenatal period
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neurons are produced in the primitive neural tube of the embryo, end of second trimester of pregnancy production and migration of th eneurons is complete
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reflex
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inborn, automatic rsponse to a particular form of stimulation, what helps infants initiate interactions
some have survival value, others prob helped babies surviev in evolutionar ypast (moro) |
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tonic neck reflex
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prepare babies for voluntary reaching. combine vision with arm movements so that they may reach for objects "fencing position"
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palmar grasp, swimming, stepping
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motor functions are renewed later, practice stepping can help babies walk faster
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classical conditioning
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neutral stimulis is paired with stimulis that leads to reflexise response, babys nervous system makes connection bw the 2 stimuli, the new stimulis will produce the behavior by itself, makes th enevironment more orderly and predicatbel
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unconditioned stimuls will produce an unconditioned response
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stimulis of breast milk results in sucking
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to produce learning
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neutral stimulis is paired with the unconditioned stimulis, neutral stimulis should occur just be the ucs
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conditioned stimulis and conditioned response
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forehead stroking and sucking
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extinction
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cs presented alone enough times without being paired iwth the ucs, the cr will no longer ocur
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habituation
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at birth human brain is attarcted to novelty- infants respondmore strongly to a stimulis that has just eneterd their environment, habituation is a gradual reduction in the strength of a response due to repitive stimulation
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recovery
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a new stimulis or change in the environment causes the habituational response to e return to a new level an increase in recovery
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the effects of habituation/recovery
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make learning more efficent by enabeling us to focus our attention on those aspects of the nevironment that we know least about
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observational learning and imitation
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copying behavior of another person can occur from 2 days to several weeks old imitation may not decline as reflexes do imitation may reflect the babys need to communicate
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cephalocaudal trend
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head to tail sequence, motor control of the head come sbefore control of the arms and trunk which comes before control of the legs
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proximodistal trend
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center of the body to outward, head, trunk and arm control is advanced over coordination of hands and feet
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motor skills as a dynamic system-factors that affcte development
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1)cns
2)phsyical capacity and strength to move 3)goals of child within environment(child will not do what they dont want to do or what they are not forced to do for themselves) 4) environmental supports for the skill |
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pre-reaching
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well-aimed but poorly coordinated swipes or swings, they cannot control their arms and hands they seldom actually contact the object
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proprioception
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what reaching is controlled by, our sense of movement and location in space arising from stimuli within the body
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ulnar grasp
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grasp a bottle-fingers close against the palm 3-4 months
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pincer grasp
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at the end of frist year (9 months) thumb and infger to pick up small objects
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Vygotsky
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timing of relationships in cognitive devlopment
LANGUAGE-key role to development of cognition, pushes cognitive development foward SOCIAL INTERACTIONS child<-> environment (cultural, social, language) cannot separate these things from cognition |
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Self Directed Speech
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language helps mediate our thinking, we control our thoughts, walk yourself through something w/ spech-benift from talking yourself through a task-language guides thought!
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at ages 3-5 language becomes
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internalized, internalize words-use words so automatically that you dont know you are sing the words- thinking to yourself in words
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zone of proximal development
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sensitivity to social guidance, social support at level of difficulty
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Scaffolding
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building support off of what has already been built for support (helping a child write her name if she already knows the letters
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3 levels of scaffolding
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1)guided particpation-adult particpates with child
2)offering support as needed-critical balance-as you need support it will be given 3) pull back support as possible--> development pushed by language |
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zone of proximal
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has not yet developed skill but with support child can reach independence and mastery of task
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neo-piagetian perspective
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-accepts piagets stages
-also suggests changes within each stage: due to increases in working memory cpacity, -brain development -practice with schemas -formation of central conceptual structures(networks of concepts and relations that permit them to think about a wide variety f situations in more advanced situations --once schemas become more automatic-general representation of the concept of conservation) horizontal decalage-many understandings appear in specific situations at different times rather then all at once |
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(g)
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genral inteligence
cen be either fluid or crystal aspects: verbal, work/memory, processing speed, perception-if you have all of these well you have a hig iq standard iq-overall general intelligence |
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fluid intelligence
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basic information processing skills, detecting relationships among stimuli, analytical speed, working memory, increases and then decreases with age
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crystallized intelligence
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vocabulary, skllls that depend on accumulated knowledge, experience, good judgement, gets stronger and incraeses with age
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garners theory of multiple intelligences
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intelligenc ein terms of distinct stes of processing operations that permit individuals to solve problems, create products and discover new knowledge
8 independent intelligences-linguistic, logico-mathametical, musical, spatial, bodily-kinesthetic, naturalistic, interpersnal, intrapersonal each intelligenc ehas a unique biological basis, distinct course of development, different expert or end state performance, lengthy process of education is required to transfrom any raw potential into a mature social role, all independent of one another |
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semantic
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earn to understand the language faster then you can poduce it
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phonology
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rules governing the structure and sequence of speech sounds, complicated sound patterns
mispronounciation of words, tryingto use different sounds to make word |
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semantics
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vocabulary-the way the underlying concepts are expressed in words and word combinations , meaning of th eword
comprehension, the language that is used develops aead of production of language, understand directions but cannot express these words in their speech` |
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grammer
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consists of syntax and morphology
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syntax
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the rules b ywhich words are arranged into sentences
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morphology
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the use of grammatical markers that indicate tense, case, person, gender, active or passive voice and other meanings (-s and-ed)
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pragmatics
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rules for enganing in appropiate and effective communication, take turns in conversation, stay on topic, state menaing clearly
involves sociolinguistic knowledge-children must acquire certain interaction rituals-verbal greetings and leave-takings, adjust speech to mark social differences in age and status |
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Behaviorist (Skinner) theory of behavior
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-language is behavior, just like any other behavior
-influenced b yimitation/modeling -conditioned-learned from a system of reinforcement. chlid acts b ysaying the word and it is reinforced-imitation of parents model |
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nativist-chomsky
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language is too complex to teach, no modeling/imitation, too laborious to adhere to behaviorist perspective
-predisposed to language-naturally developed |
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language acquisition device
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part of brain inherent for language, humans possess make them different then aimal kingdom
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cognitive neuroscience (integration of the two)
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-language is naturally developed in a social context
-natural course of reinforcement |
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statistical model of language development"
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computers can learn language-let computer take guesses in language, telegraphic speech-correct language and it will adapt. dont need nativist approach to learn language. computer is simply learning rules of language
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inductive discipline
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an adult helps the chlid notice others feelings by pointingout the effects of the childs misbehavior on others, noting the other chlds distress and making clear that the chlid caused it. , mst provide explanations that match th echlids abillity t ounderstand whlie firmly insistingthe chld listen and comply,
kids show more prosocial behavior -encourages empathy and sympathetic concerns -encourage child to adopt standards becaus ethey make sense -discipline that relys to heavily on threats of punishment o withdrawal of love produces high levels of fear and anxiety |
