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54 Cards in this Set
- Front
- Back
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I am I exist |
descartes |
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rouge test |
Test used to determine development of a sense of self by using a dot of red colour (rouge) on the nose of the child or animal. The test subject is placed in front of a mirror and observed to see if recognition occurs.
used on monkeys first, they thought it was other monkey at first but then later realized it was themselves and used to their advantage for ex. to groom places they couldnt see before
not all primates can pass |
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guided movement |
infants as young as 3 months
movements with intentions of manipulating objects
some by 4 months can differentiate between themselves and others in picture by reacting differently
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mirror recognition in animals |
orangutans, gorillas, gibbons, dolphins, elephants, and some species of birds.
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language skills of kids |
2 - refer to themselves (me)
3-4 - describe their own personal charactersitics (i like to run) self descriptions are almost always overwhelmingly positive
8 - increased autobiographical memory, use knowledge about themselves to modify and evaluate their behaviour, social comparisons
adolescence - experience imaginary audience, feel like they are being evaluated, worried about how they are perceived, eventually goes away
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collectivist vs individualist culture |
indi - place importance on individual (i am smart, i am honest)
collect - place importance on group ( i am greek, i am jewish) |
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Allies vs Germans |
briefcase shenanigans |
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theory of mind |
Expectations concerning how experience affects mental states, especially those of another. It is a reasoning process that attempts to predict how others might think or behave based on their motives, needs, and goals. |
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false beleif problems |
Set of tests used to determine children's Theory of Mind and false-belief understanding.
container test - 4 yeard olds pass, 3 year olds dont |
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displacement test |
False-belief task like the Sally Anne task that explores how children reason through a change in location from two different perspectives. |
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intersubjectivity |
An understanding between two individuals of the topic they are discussing.
- imitating facial expressions comes extremely early, even minutes after birth - some primates as well |
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infant habituation |
The simplest form of learning in which a given stimulus is presented repeatedly. The child learns not to respond to an unimportant event that occurs repeatedly. |
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understanding of goals 12 months 18 months |
12 - take into account the goal, actions, and situations of other people when trying to make sense of their actions
18 - if infants see an actor unsuccessfully attempt to perform an action on an object, they will replicate the intended action rather than the actual, failed action; |
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executive functioning |
capacity to control impulses, control complex actions, forsee consequences and use working memory
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preservation |
Inability to switch strategies as new information is presented: the initial strategy might work, but when a change is called for, the strategy remains the same. Often occurs in young children and individuals with frontal lobe damage.
prefrontal cortex |
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executive function vs ToM |
exec function always predecesses ToM
ToM ususally comes about consistently in different cultures
chinses kids develop executive function earlier than NA b/c parents try to encourage at a younger age
ToM requires executive functioning |
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ToM development |
practice helps development
having older siblings helps
when parents ask kids about feelings of their victim it helps |
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autism spectrum disorder (ASD) |
Group of developmental disorders that affect the brain's normal development of social and communication skills.
some theories suggest that ASD is absence of ToM |
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ToM in chimpanzees |
chimp false-belief experiment |
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corvidae |
group of birds that exhibit some signs of ToM |
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evolutionary advantages of ToM |
Humans evolved as hunter-gatherers living in small bands. Because solidarity and cooperation are essential for a band’s success, one theory is that intelligence itself evolved out of social communications. Certainly knowing what others are thinking and seeing would help with social connections, and it would also help in cooperative ventures like big-game hunting, gathering plants, and caring for children.
Theory of Mind would also help maintain reciprocity, sharing, and a collective conscience that would restrain would-be bullies, cheaters, and others who go too far in promoting their personal welfare at the expense of the group’s overall welfare. Theory of Mind may be crucial to the development of a moral conscience.
empathy is also very important, for societies development as a whole |
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piagets stages |
sensorimotor preoperational concrete operational formal operational |
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cyclic processes of building and rebuilding schemata |
assimilation, accommodation, and equilibration |
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assimilation |
Assimilation describes our incorporation of new data into a schema without any need to revise the scope of that schema. |
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accomodation |
Accommodation is a process through which we incorporate information into a schema even though it’s not entirely explainable by that schema. As a result, we must either slightly adjust the parameters of that schema or believe that the new information is an exception to the rule. |
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equilibration |
Equilibration is the process that occurs when we accommodate information to the point where the original schema no longer holds true and we must form entirely new schemata. After equilibration, a person will hold a more advanced schema that, by virtue of having incorporated more sophisticated data than the previous schema, is more stable than the last and less vulnerable to contradiction. |
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piagets sensorimotor |
- birth to 2 years - build understanding of environment thru sensory and motor abilities - many reflexes replaced by voluntary behaviour - develop object permanance |
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object permanance |
Feature of Piaget's sensorimotor period marked by the understanding that objects do not disappear when they are out of sight. |
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A not B error |
Piaget task that indicates preservative error as, for example, an infant continues to look for an object where he last found it, despite seeing the object placed elsewhere. |
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Preoperational stage |
- 2-6/7 - inability to perform operations or reversible mental processes - beginnigns of logical reasoning - egocentric - dificulty with concept of conservation (they think just because one cup is taller/thinner it will contain more water than normal cup) |
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egocentric |
Self-centeredness; preoperational children can see the world only from their own perspective. |
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concrete operational stage |
- 7 - 11/12 - master conservation problems - understand feelings/thoughts of others - ignore premises that do not support their assumptions in problem solving |
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formal operational stage |
- 12- adulthood - gain ability to think about abstract concepts - formulate and test hypotheses - hypothetical reasoning |
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socio-cultural theory |
The theory of cognitive development that places emphasis on environmental factors, including cultural influences.
- vygotsky |
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intersubjectivity |
An understanding between two individuals of the topic they are discussing. |
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joint attention |
The ability to share attention with another towards the same object or event. |
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social referencing |
The tendency of a person to look to another in an ambiguous situation to obtain clarifying information. |
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vygotsky speech |
thought speech was a step in development as kids say stuff before they do it because they aren't developed enough to contruct mental plan of action |
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core knowledge theory |
- innate - have stuff ready just some needs to be triggered - ex is sucking reflex theyre born with |
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theory theory |
- children form hypotheses about way world works and test by observing and feeling effects of their actions and learning from that
- ex. suprised when an unsuported object does not fall (showing some recognition of gravity) |
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prosocial behaviour |
Positive, constructive, helpful behaviour that is beneficial to others that are usually at cost to oneself. |
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altruims has always been relevant to society ex, hunters back in day so we can consider it apart of |
survivial |
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reciprocity in children |
display a preference to help those who have helped them |
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aggresion |
- physical aggresion, from 18 months or so and increases until peak at 2.5 then decrease - verbal aggression increases as language is mastered - most aggresion from kids is due to wanting an object, ie getting it from another kid |
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gender differences in aggreison |
- males engage in more direct/physical aggresion - females more in indirect aggreson (spreading rumours) |
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aggresion development |
- behaviours may change but level of aggresion usually stays same thru development - |
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aggresion and heredity |
- adults with antisocial tendencies will have kids with antisocial tendencies - epigenetics involved too |
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longitudinal studies |
Study of development that compares observations of the same individuals at different times of their lives.
kohlberg |
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kohlbergs stages |
- only researched/focused on males
Although age is associated with the stages, the position of each stage in relation to the others is more important than the age at which it is attained. Kohlberg believed people pass through stages sequentially, but not everyone passes through all stages
- Preconventional Morality (2 stages) - conventional morality (2 stages) - postconventional morality (3 stages) |
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preconventional morality |
stage 1 (Heteronymous Morality (pre-school)) - Base reasoning on self-interest and avoidance of punishment.
stage 2 - Instrumental Morality (7-8 years) - Become more interested in fairness of exchanges in evaluations of moral action. |
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conventional morality |
stage 3 (‘Good Child’ (10-11 years) - Begin to see views of others as important and display concern about being seen as ‘good’.
stage 4 - ‘Law and Order’ (late adolescence) - Concern with the good of society. Laws are obeyed because they prevent a breakdown of society and protect us from others’ immoral behaviour. |
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postconventional morality (very few people enter these stages) |
stage 5 (Social Contract) - Aware that people hold a variety of opinions/values, recognize certain ideals (regardless of majority opinion) and obligation to the law.
stage 6 - Universal Ethical Principles - Abide by a personally chosen set of ethical principles believed to reflect universal tenets of justice.
stage 7 - Cosmic Orientation (not in Kohlberg’s original work) - Grapple with questions of why moral behaviour is important, construct a ‘natural theology’ based on experience, and have mystical or spiritual experiences.
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prosocial differences in cultures |
mexico etc have kids with more prosocial culture than US kids as traditional societies give children more meaningful roles in the family’s survival than industrialized societies |
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prosocial kids will have more_______ |
supportive parents usuallly
and opposite is also true |
