Psych 370

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Paul Baltes’ Developmental Assumptions

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historically& culturally embeded, plasticity, multidimensional (not just reasoning), multidirectional, lifelong

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constructivist

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piaget we construct reality based on how we interpret the world

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neural changes

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multiplication (neurogenisis & glial-myelin), axon growth, arborization, synapses form, neurons die out

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development stages, zygote, embryonic, fetal

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zygotic: 0-2 stem cells
embryonic: 2-8 wks, ectoderm becomes nervous system
fetal 8-40 millions of neurons form

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myelination

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starts at 10 wks ends at 39yrs associated w experience, experts have corresponding brain area heavy myelination, starts brains stem, ends prefrontal cortx

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piaget elements needed for cog development (4)

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an organism
an environment
interaction btwn organism & environment
ability to reflect

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dendritic arborization

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corelated w experience (rats) enriched had more sprouting USE IT OR LOSE IT

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synapses

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at birth trillions, max at 18-24 mos, at 2yrs 2x more tha adult, 7yrs adult level in frontal lobe

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experiments w synapses and dendritic branching

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rats - impoverished or enriched environmet, Enriched: heavier, more synapses = more dopamine, more branching

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constructivism

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we construct our reality based on how we perceive the world, use schemas, assim, accom, equil.

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key things piaget was interested in 2

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reason (kinds of qualitative differences in learning)
reflection - he said it was key to reach higher levels

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sensory motor stage

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0-2 yrs, -involuntary reflexes (suck, grip..) become voluntary (agency), then primary reactions self for pleasure, secondary reactions - object for pleasure, tertiary, experiment w object in space (drop fr height). move fr external to internal representation (mouth opens symbolizes want matchbox open

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preoperational stage

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operation means reversable actio - not there yet. animism, centration (one dimensional thinking (dots), egocentric (3 mountains problem), use of symbols as lang progresses, (can have image of chair). object permanence, cant conserve, seriation,

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concrete operations 6/7-11/12

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able to consrve number, solid, qty, seriation,

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formal operations

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11/12-adult, abstract thought, systematically solve problems (consider all possibilities, variables)

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critique of piaget

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declage - exist in several stages simultaneously, object permanence earlier (possible & impossible events exper.)

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homeorhesis

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tendency of a mental structure to remain stable. we tend to think that our beliefs are right, resist changing them

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information processing theory
context

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in contrast to behaviorists, said, thinking is intentional and conscious. focus on how we manipulate/process info

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information procesing basic assumptions: 4

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thinking is flexible, can never stand on same river, thinking is limited (we cant know everything), brain is computer making calculation brain = hardware,, thought = software that can be modified / reprogrammed, if we can get computer to do it - we understand it.

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what are we processing?
how is it modified?
encode / decode / store

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process sensory stimulation
modify it as take in, light to electrical to chemical signal.
how? encode: put into form that makes sense, decode, to understand the meaning

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attention -

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one of the most important cognitive processes for info theory

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attention capacity def
sustained attention def

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how much info oe an be aware of at any point.
- how long one can hold one's focus on one thing

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voluntary attention
involuntary attention
executive attention

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-directly / intentionally controlled (by child)
-not intentionaly controlled
-ability to chose what to focus attention on

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automaticity
automatization

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the tendency for habitual behaviors to be preformed automatically
-b/c automatic, they are dont require so much conscious thought (knit & watch a movie)

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basic memory proceses:

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input
storage
retrieval

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memory

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process by which info is input, stored and retrieved.

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input

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process by which info is decoded and brought into system.
interact w extrenal stimulus (each sense input diff)
decode-- encode, or decode--store

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storage
retrieval

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we believe memory is stored in the nervous system
-- if any of the 3 stages breaks down, mem cant be formed/retrieved

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what does automaticity have to do w attention?

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it frees up resources.
we learn what is important to pay attention to
by adulthood we are beter able to filter out and focus.

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duration of memory 3 kinds

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sensory
short term
long term

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sensory memory

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v short, 2 sec max
fleeting, immeasurable capacity, mostly unconscious

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short term memory

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no clear cut divide btwn short and sensory
**capacity limited to approx 7 chunks**
** in order for it to be processed our attentions must be focused on it

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bit
chunk

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bit - smallest pc of info that can be remembered

chunk - meaningful distinctive combo of bits ("H, I J K" alphabet song

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long term memory

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lasts a lifetime max, unknown capacity
mostly stored in unconscious
costant moving to and from long term memory

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speed of processing

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gets faster w age (until old)
but adults spend more time processing b/c they set up structures for encoding

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connectionist theory

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uses neural network models, says cog dev is based on the study of neural networks

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sociocultural theory

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says development is contextually embedded. the environment influences development

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social determinism

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society determines development (now say influences, b/c it is possible to override some aspects of society)

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lLev Vygotsky
central assumption

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culture influences development
** humans are more cognitively advanced than animals** (b/c we use language and social interactons

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behaviorists vs vygotsky

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behaviorists thought that we all learned through operant and classical conditioning

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vygotsky main ideas

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cog dev occus in social context,
mediated by cultural tools
(technical - plow, hammer)
psych tools (lang, number, abacus)

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Uri Bronfenbrenner

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society /culture is organized into nested structures (like russiona dolls) each level influence its own, and those around it

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nested system - bronfenbrenner
3 layers

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microsystem
mesosystem
exosystem
macrosystem

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microsystem

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social relationships in which child plays direct part (parent, sibling, teacher classmates

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mesosystem

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social situations that interact w microsystem (neighborhood, school, church, peers

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exosystem

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societal system that child has indirect involvement: parent job, mass media

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macrosystem

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overall cultural practices, values, institutions

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cultural tools important - why?

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b/c they shape thought!
language shapes thought
abacus shapes thought
sapir whorf hypothesis

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sapir whorf

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language shapes thought and behavior
ex of orienation experiment some used absolute (NESW), others relative to their L/R

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enculturation

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process by which we come to adopt the norms of our culture

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intERmental

intRAmental

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intermetal first, (adopt) mental process btwn individuals

intramental next, (adapt) the mental process within the individual
ex: learn to tie shoes - first info is shared, then kid does it alone

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zone of proximal development

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teach children at a level just beyond what they are capable of
diff between what someone can do alone or with help of adult

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scoffolding
guided participation

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both used when teaching in zone of proximal learning
scaffolding, temporary support that facilitates learning

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intersubjectivity

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shared understanding through mutula communiation and attention. start off w two people doing something, end up w joint understanding of what each other is doing

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intersubjectivity allows other types of learning (4)
b/c we understand that others are like ourselves

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imitative learning
instructed learning
collaborative learning
guided participation

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how does intersubjectivity work

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starts w infant pay attention to adult finger point, to what the adult is pointing focusing on. as such understands what adult is thinking

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imitative learning
diff between emulation

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reproducing another's behavior to achieve same goal, requires imitating throughout task
emulation is just focusing on achieving same end result (monkeys)

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instructed learning

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learn a task from the instructor's point of view, remember what instructor said an use to self regulate

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vyogotsky v piaget

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piaget saw the individual as little scientist acting independently on the outside world to discover. vygotsky says learning is the result of social interaction

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collaborative learning

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when 2 or more people come togethr to do a project, more complex than they would alone, also via collaboration they learn the others perpsective

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guided learning

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barbara rogoff
child is guided by others, learns the practices of the culture, if farmer, learn to milk cow, in general, brush teeth, or hair. parents guide if child does it wrong

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ethnic class research McAdoo

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most blk midle class, more in common w middle classs white than lower class black
- middle class use reason and stress control, lower class use punishment, physical force

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empiricists / nativists re perceptual development

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empricists - Locke, brone w tabls rasa all learned through experience and interaction w outside world
nativists - we are born w all the need to perceptual development
reality - both

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gibsosn experiment

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visual clif
born w some innate ability, but experience was crucial to perceptual development

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light / vision pathway
blindsight

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light to cornea, pupli, lens, retina, optic nerve lateral genticulate of thalamus, ventral (detail of object), dorsal (location of object)
blindsight- respond to object they don't report seeing

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ways to determine visual sensory ability of infant

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habituation, sucking, brain activity, heart rate, visual attention

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two types of attention

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sustained -
executive

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sustained attention
executive attention

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ability to maintain focus (voluntarily)
ability to chose what to focus attention on

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orienting reflex
what area controls it

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happens in sound and vision
infant will look towards novel item as long as interesting and new.
**controlled by sub cortical area

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habituation/dishabituation why important

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habituation decrement in response to continously presented stimuli. provides evidence that the child can detect changes in stimuli
faster habituate the higher intelligenece poss..

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moderate discrepancy theory

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children prefer to look at things that are moderately discrepent from their existing knowledge. ex of ball hanging on side of cube defies gravity. sim to zone of prox development?)

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baby visual preference

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women, mother, attractive faces,novel faces
if abstract face, then blobs at least in correct orientation to facial features.

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identifying of object or events - visual (2)

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visual acuity - static and dynamic

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static acuity
dynamic acuite

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ability to discriminate detail of objects that are stationary
ability to discriminate detail of objects that are moving, detect motion

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object discrimination
categorical discrimination

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--ability to discriminate between objects - diff fr each other
-- ability to distinguish btwn categories of sim items (diff shades of beige items)

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categorical perception indicates what 2 things

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universally, infant recognize similar boundaries in wavelengths of color, indicates biological component is key

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static visual acuity ranges and ages

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2 mos 20/660-800
8 mos 20/80
12 mos 20/20

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perceptual ability for visual perception/cues

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3 mos differentiate btwn monkey faces
4 mos biocular visual cues (depth)
6 mos differentiate btween human faces (not monkeys)
6 mos monocular visual cues (distance)

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how do we locate w vision

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binocular cues indicate depth
monocular cues indicate distance

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binocular cues types - 3

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steopsis - abitlity to perceib=ve depth soloey by binocular cue
disparity - both eyes give slightly diff image
convergence - when both eyes turn in to see an object

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monocular cues --distance
5 kinds

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**visual expansion- as object gets closer it looks larger
** textural expansion - as object closer se more detail/texture
**motion parallax - object closer looks like moving faster than things in distance
**occulsion - object IN MOTION overlaps another
**interposition - closer stationary object ovrlap more distant ones

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visual cliff
tethered kitty

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showed that experience is involved in depth perception, not innate. cat who had to follow could navigate obsticles when released

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hearing ages that sound is differentiated

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2 mos can differetiate other languages
12 mos keenly distinguish own lang, loose aviliteis with other languages

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intersensory integration aka
intermodal perception

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when you use one form of info to find out about another - vision - see yellow mustard, informs you of what it will taste like

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cross modal redundency

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infants learn faster when they experience information in multiple modes (multiple senses), the multiple modes reinforce the same concept, **ex - helps link faces to voices **ex rhythm of hammer banging, see hammer bang, hear the rhythm.

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4 main aspects of language

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phonology
grammar
meaning
commuication

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phonology
phone
phoneme

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structure and sequence of speech sounds, **phone smallest distinct unit of speech
**phoneme - smallest unit of speech that has meaning -- english has 40 phonemes

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meaning

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correspondence between words and phrases and as they relate to objects or events and ideas

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grammar

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system of rules used to form sentences

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communication

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the way phonology, syntax and semantics (phonology, meaning grammar) combine to convey messages

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chomsky
is language special

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chomsky thought there was a language organ that provided innate universal grammar. not true, huge diversity of grammars in various lang.
--but there are biological/physical areas of te brain that handle language and speech (broca's, and werneke's)

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receptive speech
productive speech

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receptive - speech we can understand
productive - language/speech we can produce
we are much better at receptive speech, for x foreign language

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language acquisition - sounds

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at birth - cry
3-5 mos coo
5-6 mos babble (use of vowel)
7 mos repetitive babble **(significant landmark b/c shows child trying to control vowels - lips, tongue)

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word acquisition - ages

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12-18 mos 40 words
16-20 mos 100** big spurt - myelination of broca's area
20-24 2 word sentences
20-24 mos - 200 words
36 mos - 900 words
6 yrs 15K
8 yrs 35K
10 yrs 55K
18 yrs 80K
adult 100K

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overextentions
underextentions
overlaps

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over extention - when a word is used to represent more than it actually means (dog = all 4 legged)
underextended - when word is used to represent less than it actually means (dog = only lassie)
overlap when both under and over - (umbrella not used when folded, but is used to describe kites)

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joint visual attention

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shared attention with adult and child NEED MORE INFO!!

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holophrase
t

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holophrase - one word is used as phrase (ball: that's a ball, give me the ball, etc)

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telegraphic speech
age

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primitive 2 word phrases - mine ball
16-24 mos

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expressive jargon
age

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14-18 mos
nonsense sounds that sound like phrases, indicates attempt to communicate

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metalinguistic awareness
age

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the ability to think about language
understand double entendres,
around 11yrs

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difficulties w grammar

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irregular verbs: take, run
kids apply rules like "ed" thus taked, runned,

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co-articulation

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difficulty in determining where one word stops and another begins: I'm going - sounds like one word

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apprenticeship in thinking
barbara rogoff

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children learn to think through appreticeship in learning, adults guide through scaffolding