Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
|
auto-stimulation theory
|
-Infants spend hella time in REM sleep because it helps the development of their central nervous system.
-Higher amounts of physical and social stimulations with more REM sleep. |
|
|
why infants have sophisticated/development features at birth.
|
Newborn’s are born with a set of responses that facilitate survival and social interaction
|
|
|
Research results regarding parental responses to infant crying
|
-Newborns spend about 6%-7% of their time crying
-Crying decreases when parents respond immediately to distress cries and don’t respond at all to mild cries. |
|
|
methods to assess infants’ perceptual development
|
o Changes in perception are noted when there are changes in brain wave patterns
|
|
|
newborns’ visual abilities
|
o Newborns generally can only see objects that are 8-12 inches from there face, which is the ideal distance for a breastfeeding mother as that is the distance between the faces
|
|
|
description of newborns hearing abilities
|
o Newborns often are able to hear high pitch voices over low pitch voices
o Between 6-12 months infants can detect sound motion, particularly sounds that are coming at them. - prefer the voice of their mother |
|
|
newborn taste preference
|
o Newborns prefer tastes that are sweet compared to ones that are sour, bitter, or salty.
|
|
|
development of a fear of heights
|
o The less independent movement that babies have had the less fear that they have shown for the deep void.
|
|
|
Classical Conditioning
|
• If you have one bad experience with an egg, you will there on our dislike the sight, smell and taste of eggs for a brief period of time
|
|
|
Operant conditioning
|
• The learner emits a response and the associates this action with a pleasant or unpleasant consequences.
• Saying “go dodgers” to my face would elicit a negative response as you would get slaped and would here on out not want to say “go dodgers.” |
|
|
Difference between Classical and operant conditioning
|
o The difference between Operant conditioning and Classical conditioning is that Operant conditioning comes from the outcome of an action, and Classical Conditioning is based on interactions with previous items.
|
|
|
Abilities and types of learning best explained by each type of conditioning: Classical
|
• Connecting an item based on sound, taste, smell, or sight
|
|
|
Abilities and types of learning best explained by each type of conditioning: Operant
|
• Connection based on the reaction from objects
|
|
|
Why do baby's prefer attractive people
|
o Baby’s better associate to things that resemble a human face, and an attractive face may be more appealing because it resembles all of the best facial features.
|
|
|
Size of an infants brain compared to an adults brain
|
o At Birth the weight of the brain is 25% of that of an adult
o At 6 months the weight is 50% of that of an adult o At 2 years the weight is 75% of that of an adult |
|
|
neurons
|
the basic unit of the brain and nervous system( golden color traveling through the wires to the synapses) they (the synapses) light up when you have a thought
|
|
|
synaptic pruning
|
o When neurons are not used they will lose there synapse (connection)
|
|
|
modification of brian size due to environmental factors
|
o Malnutrition can slow the development of the brain and the longer malnutrition occurs the more difficult it is for a child to “catch up” to the average brain growth
|
|
|
Scheme
|
• Organized inter-related memories, thoughts and strategies.
|
|
|
Assimilation
|
• Incorporation of elements in the environment into existing schemes
• The idea of looking-grasping-sucking is a common scheme for babies |
|
|
Accommodation
|
• Modification of existing schemes due to environmental demands.
|
|
|
progression of development of object permanence
|
o The idea that the object’s exist even when they are no longer observed.
o Begins at 8-12 months, completed at 12-24 months |
|
|
Piaget’s four stages of cognitive development
|
-Sensorimotor stage
-Centration -reversibility of operations -conservation |
|
|
Sensorimotor
|
• understanding the world is constructed by corrdinating sensory experiences with physical actions.
|
|
|
Conservation
|
• The ability to understand that properties of an object do not change just because the appearance changes.
|
|
|
Concrete Operational system
|
• Systematic approach
• Good at remembering combinations but not always how that combination produced a particular result • Use internal mental activity to modify symbols to reach a logical conclusion |
|
|
Formal operational system
|
• Possibility dominates reality
• Deals with abstract propositions, not only objects • Flexible, not overwhelmed by unexpected outcomes |
|
|
Reasons for some adolescents’ and adults’ failure to display formal operational thought
|
o Non-stimulating environment
o May only be used in situations that are “interesting” or “important” o Limited observation procedure |
|
|
Application of Piaget’s theory to education of children
|
o Discovery learning through spontaneous interaction with the environment
o Sensitivity to readiness to learn—there is no need to speed up development o Acceptance of individual differences—same sequence at different rates |
|
|
Hardware
|
Brain and Central Nervous system
|
|
|
Software
|
• mental rules and strategies
|
|
|
Sensory store
|
• Logs input
• All info lost within 3 seconds |
|
|
Short Term Memory (STM)
|
• holds information temporarily
• all info lost within about 15 seconds |
|
|
Long Term Memory (LTM)
|
• a relatively permanent storage of knowledge and information-processing strategies acquired from previous strategies.
• Some information may be lost over time |
|
|
Capacity of Short Term Memory
|
o Actively operates on a limited amount of information
o Info is lost if nothing is done with it |
|
|
Meaning of Chunking
|
o Grouped information, that is categorized so that one can recall information more easily.
|
|
|
Younger vs older children memory strategies
|
o Younger children don’t have enough attention resources and therefore have a limited long-term memory.
|
|
|
Developmental changes in memory span
|
o As children grow older they have a greater ability to hold information in short-term memory, as well as an enhanced ability to transfer information to long-term memory
|
|
|
Rehearsal
|
• Repeating information
• Flash cards! |
|
|
Semantic Organization
|
• Remembering information by grouping it into meaningful chunks or related categories.
|
|
|
Elaboration
|
creating a relationship between two or more pieces of information that are not members of the same category. (One sam is sammers)
|
|
|
Recognition
|
• Noticing that a stimulus is the same or similar to one previously experienced
• Simplest form of retrieval – material to be remembered is present to serve as its own retrieval cue |
|
|
Free Re-call
|
• Requires generating a mental image of absent stimulua – more challenging. May be only a few cues or none at all beyond context in which the information was previously experienced
|
|
|
Cued Recal
|
• Appears before 1 year of age if memories are strongly cued. (Child hitting a mobile to make it move from memory recall)
|
|
|
Reconstruction
|
• When given a complex material to remember, the following occur
-Condensations -Additions -Distortions appear • You store interpretations not reality |
|
|
Role of knowledge in explaining both children’s and adults’ memory ability
|
o Knowledge in specific area makes new, related information more meaningful
o Kids who are “experts” or are more interested in a subject often have an easier time recalling objects. |
|
|
Credibility and reliability of children as eye-witness reports
|
o Attorneys must use the following when interviewing young (6-10 year old) children
• Use nonleading questions • Limit number of times interviewed • Tell children that saying “I don’t know” is better than guessing • Remain friendly and patient o Children should not be given leading questions o Children are more credible then reliable |
